Supporting new and experienced librarians

Saving time for librarians

The COVID-19 pandemic has highlighted that using time efficiently and having well-organised resources underpin a school librarian’s ability to support their community.

Resourcing can present a particular challenge to primary school librarians when managing their libraries. Robyn Byrne from Traralgon Primary School (Stockdale Road) explains how SCIS helps her overcome these challenges.

‘Unfortunately, many primary school libraries are now managed by a sole education support staff member, with no formal training and in a part-time capacity. My school is no exception, so I have benefited greatly from having a SCIS subscription.’

With standing orders, books received through a rewards program and purchases from local stores and booksellers, the school acquires a substantial number of new books.

‘Cataloguing of the books – with the limited hours the library is staffed and with my hit and miss knowledge of cataloguing – is only possible due to SCIS. It works with our library system, and I would say 99.5% of my requests are matched, ensuring those books are out on the shelves in a timely manner and catalogued in a consistent way,’ says Byrne.

Collection development and professional learning

Joumana Soufan from Lalor North Primary School moved to a position in her school library last year and recently started to explore SCIS. She’s found it helpful for cataloguing but has also enjoyed the collection development tools that SCIS provides.

‘I have been enjoying looking for new apps that maybe useful to use for the library. I recently discovered that the Canva app is free to all school staff, which is a big bonus! I have been busy creating posters and resources for upcoming events. I have also just become aware that there are heaps of free e-books, so I’ll be busy downloading some as soon as I get time.’

In addition to this, Joumana has been enjoying SCIS’s professional learning program.

‘I recently attended the workshop on making the most of SCIS,’ she says. ‘It was a very informative and really enjoyed it.’

SCIS community

SCIS provides school librarians with community through the Connections school library journal and its social media pages. Robyn Byrne has found this particularly beneficial.

‘I work alone in the school library so look forward to Connections, the SCIS publication, to keep me up-to-date with what is happening in other school libraries, get inspiration and information. Connections, the recent SCIS workshop I attended, and my local SLAV branch meetings are a great support network for me.’

Now serving school libraries across Australia and internationally for almost 40 years, SCIS is working hard to continue supporting librarians in a changing world, through quality cataloguing and cultivating a community of practice that helps librarians bring more to their schools. If you wish to know more about how SCIS can help your school library, email help@scisdata.com.

Things to lookout out for when moving to a new Library Management System (LMS)

Though SCIS is not a Library Management System (LMS), we spend most of our days curating and creating the data that is held in them. Thus, we have plenty of advice to offer on how to manage your data when moving it from an old LMS to a new one. Written by SCIS Sytems Coordinator Adam Styles, this article serves as a helpful guide on how to approach moving your data when migrating to a new LMS.

What is an LMS data migration?

A library management system (LMS) data migration is essentially the process of transferring your current core LMS information into a new LMS. This focuses on safely moving your bibliographic records, borrower records, statistical records and other relevant collection data into another platform.

It is important that core information is transferred to a new LMS in an ordered, methodical way to mitigate the chance of data loss.

What data is available to migrate? What should I migrate?

Any current library system will offer both standard and non-standard information that you can export, clean (quality control) and import into your new system. ‘Standard’ in this case implies industry standard data in all library systems, and ‘non-standard’ implies custom information in some but not all library systems.

Data that should be migrated to your new LMS includes:

  • Bibliographic records (standard):
    • This is your collection information in MARC21 (machine readable cataloguing) or another relevant library standard format or other relevant library formats, such as your collection items and associated subject headings.
  • Borrower records (standard):
    • This is your borrower information including borrower history, personal details and related.
  • Statistical records (standard):
    • These are the usage statistics of your bibliographic items. They allow reports to be run on most borrowed and least popular items, trending titles, and more.
  • System policies, rules, profiles and metadata (standard):
    • Lending rules and restrictions for borrower profiles.
    • Current bibliographic collections or current staff access profiles (access and restrictions)
  • Custom metadata not covered above but deemed valuable to keep (non-standard):
    • Current reading lists that have been generated by library staff, teaching staff or students
    • Collection tags that are used in user search tools to help discover collections
    • User collection reviews such as book reviews or comments.

What formats will the data be migrated in? How do I export in these formats?

Bibliographic records formats will be available to migrate in:

  • MARC21: A standard, machine readable format for bibliographic records in the library industry. This format allows you to transfer current library system bibliographic files into your new library system in a trusted format.
  • Extensible Markup Language (XML): A human-readable and machine-readable file format (.xml).

Borrower records formats include:

  • XML: See above description.
  • Java Script Object Notation (JSON): This is commonly used for transmitting data in web applications and it is a very open universal compatible format.
  • Comma Separated Values (CSV): A file format that separates information using commas. This is a very open universal compatible format.

If you have any non-standard data (as defined above) to migrate, this can be done using JSON or CSV.

What are the tasks to perform data migration?

Your library team will be responsible for completing the following tasks as part of the data migration.

  • Export the required data from your current LMS
  • Clean and quality control the exported data
  • Import cleaned, quality-controlled data into new system
  • Evaluate imported data in the new system while you still have access to your previous system
  • Store backup versions of both the original exported data and the cleaned, quality-controlled in an offline environment
  • Once all processes are in place, establish a time and date to stop using the old system and start using the new system.

What could my school be responsible for and what part might my new library vendor do for me?

Library vendor

Changing library systems may seem like a complex move, but your library system vendor may be available to give you support as you move to the new system. Your vendor will usually be able to:

  • Provide support during the export from the existing system and help import data in to the new system.
  • Provide support in the setup of system policies, rules and profiles.

Your school or team

This will vary greatly depending on the size of your school and your library team. Generally, your school library team will be responsible for:

  • Identifying data to export from current system
  • Planning and implementing the data export from your current system in the required formats (this may be your system support officer or IT department)
  • Cleaning and quality control of exported data offline, ready to hand onto vendor for new system import formats (this maybe a system support officer or local IT department, if your school has these positions on staff)
  • Backing up the original and cleaned exported data for long-term storage
  • Reviewing and evaluating the current system data imported into new system, to ensure the information is correct and presented as expected.

Make sure you migrate your SCIS records, don’t re-download them!

A key thing to note is that you shouldn’t re-download SCIS records from our website into your new system. This is because you will have added data to the SCIS records on your old library management system during its lifetime, such as local spine labels (custom call numbers) and a variety of other small but meaningful changes. This data would not be present in freshly downloaded records from our website.

We recommend you export all bibliographic records and subject headings from your current library system and import them into your new library system to help avoid potential data loss.

Can data loss occur during migration?

Data loss is the unintended loss of information from a system or data set. Data loss can occur for many reasons, but is often caused by one of three key factors:

  1. Dirty data: Information that contains incorrect, invalid or duplicated items. For example, bibliographic records that contain error prone fields that might cause an error in a new system.
  2. Forgotten data: In some cases, you might fail to identify a set of information in your current system that you need in your new system. So, it is data you forgot to export from your old system which may no longer be available.
  3. Data format: The format that the data is imported or exported in, which might not carry in to the new system due to compatibility issues of the way the information is fed to the system. This can be trying to import a word doc of data where word docs will not carry in to a system.

How do I mitigate the chances of data loss during migration?

Losing data is a risk during a migration. If data is lost then a new library system may not work as you expect it to.

You can take the following steps to reduce the chances of data loss:

  • Thoroughly review your existing system to ensure you have captured all of the data you need to carry into your new system. Check with your existing vendor to ensure you’re exporting all the required data.Export data in industry standard formats (vendor may recommend formats otherwise – see above).
  • Quality control data that will be imported into your new system, by working with your vendor to check which formats are available or required.
  • Evaluate imported data in your new system while the old system is still available.
  • Ensure you create offline, long-term back-ups of both your original non-quality-controlled export from old system and the cleaned version of exported data.

How to get help from your library community?

Your library vendor is the best place to seek answers during your migration, as they will be familiar with the specific requirements for important choices such as data format and data quality control.

Further to this, LMS data migrations have been around since the very first library system was invented. There are many articles online that offer tutorials, tips and guides for many different library systems.

Lastly, remember that the SCIS customer service and technical team are here to help.  We will do our best to work with you and any new vendor to get your SCIS records into their new home.

You can do it! Be bold, be courageous, ask questions and enjoy a well-deserved tea break every now and then.

Consistency Matters

This article is an updated version of an article published in Connections Issue 108 in 2019, as there have been recent changes to SCIS cataloguing standards.

The SCIS database is well known for its high-quality catalogue records. We sometimes receive queries from SCIS subscribers about inconsistencies in our records. However, these are often the result of standards changes that have occurred over SCIS’s lifetime. This article highlights some changes that have affected SCIS records, and other factors that may contribute to inconsistency in some records.

Cataloguing rules for resource description have changed

The earliest SCIS records were created in the 1980s, when we used AACR2 (Anglo-American cataloguing rules) to create our records. Over the years, AACR2 changed and we amended our processes with it. In 2013, SCIS implemented international standard, RDA (Resource Description and Access), which created many new changes in records. These include the following:

  • There is no longer a rule of three. If there are more than three authors, the first named person is given main entry. In AACR2, this would have been title main entry. SCIS applies the RDA option to name only the first person,
    or corporate body in the statement of responsibility if there are more than three, and to spell out the number of the others; for example, ‘Susan Jones [and four others]’.
  • There are no more abbreviations, unless they appear on the work itself. For example, the edition statement will vary according to how it appears on the item, such as ‘Second edition’ or ‘2nd edition’.
  • GMD (General Material Designation) is no longer in use. This has been replaced by three new RDA MARC fields — 336, 337 and 338 — for information on content, media and carrier. Using these three RDA fields, SCIS has developed a ‘Resource type’ vocabulary to help our subscribers easily identify the resource type for each record.
  • The 260 MARC field is no longer used for publication data. It has been replaced by MARC field 264, which makes a distinction between the functions of publication, distribution, manufacture, and copyright. Most SCIS records record publication details; for example, Sydney, NSW: HarperCollins Publishers, 2013.
  • Square brackets are only used in RDA when information is not found on the item in hand. For example, The Girl and the Ghost, published by the author Ebony McKenna has no place of publication to be found on the resource itself. The place of publication is recorded as [Melbourne, Victoria], as information taken from Amazon shows that the author lives in Melbourne.

The implementation of diacritics

From January 2018, SCIS has applied diacritical marks in subject, name and series authorities. Diacritics have not been applied for SCIS records in the past, for example for Māori terms, as some library software could not display them. However, this is no longer an issue for vendors.

Changes in SCIS standards

SCIS standards are continuously reviewed and updated in order to meet customer demands as well as internal cataloguing needs. Where possible, we do run processes to apply these revisions to older catalogue records. However, we are not always in a position to make amendments to works that were catalogued before the standards were revised. Some examples follow.

  • Fictional works in rhyme, such as those by Dr Seuss, are no longer classified as poetry and their subject headings are no longer given Poetry subdivisions. They are now classified as F for Fiction, with the Fiction subdivision being used, and the additional genre heading ‘Stories in rhyme’.
  • Series sequential numbering terms such as Bk., Book, No., Number, Pt., Part, Vol., Volume and Issue are no longer included in the series heading, MARC field 830. RDA requires us to copy information from the book in hand exactly, although this can lead to inconsistencies in series filing. For example, what might be Bk. 1 in one country becomes Vol. 1 in another. In order to remove these inconsistencies, SCIS revised its cataloguing standards in May 2018 to simply record the series number and not record the designation (book, volume, etc.). An exception to this policy is to use the term ‘episode’ with numbering of television series.

Publisher inconsistencies

SCIS adheres to RDA, which states that cataloguers need to record data from the resource, as it appears. This can lead, in some cases, to inconsistencies due to the way information is recorded on each particular item. For example, differing terms are used among publishers for the place of publication, for example NSW, N.S.W. or New South Wales. Because the RDA instruction is to record data from the resource itself, as it appears, publisher names and places of publication cannot be standardised.

Another common issue is the use of duplicate ISBNs. Sometimes publishers will give the same ISBNs to multiple titles they have published. RDA requires us to record this information as is.

Series inconsistencies

Items in a series present special problems to cataloguers, often because of decisions made by publishers. Some examples follow.

  • Changes in the series title when published in another country: For example, the series ‘The Saga of Darren Shan’, first published in the UK, is known in the US as ‘Cirque du Freak’.
  • Classification: In general, all books in a series should have the same type of classification — either fiction or non-fiction. However, the content of the item is the most important part of determining the classification so there have been rare occasions when this has not happened (for example, a series on countries having a mixture of history and geography numbers). These records with inconsistent classifications are being amended as we become aware of them.
  • Subject heading inconsistencies in fiction series: Although most fiction series have the same characters and common themes, the content of the item will determine the subject headings. For example, the series Pippa’s Island has additional subject headings, as well as the same headings such as ‘Islands–Fiction’ and ‘School stories’. The second book, Cub Reporters, has the headings ‘Reporters and reporting–Fiction’, ‘Journalists’ and ‘School publications’, whereas Book 4, Camp Castaway, has the headings ‘Outdoor education’ and ‘School campsites’.
  • Differing sequences for subseries, especially in reading sets; for example, a variety of sequences for levels, colours, and numbering: These differing sequences make it difficult for users searching series titles. Again, since RDA requires us to transcribe the item as is, we must copy the information as the publisher presents it in the series statement, MARC field 490.
  • Where possible, we are standardising the series headings, MARC field 830, for users’ benefit. In 2018 SCIS introduced series authority files to address these publisher inconsistencies in series titles. We are undertaking retrospective authorising to series headings allocated in the past 10 years.

Changes to subject headings

To meet users’ needs, SCIS cataloguers are constantly revising subject headings and establishing new ones for terms in common usage; for example, ‘Cyberbullying’, and new curriculum terms such as ‘STEM education’. However, early works on these topics may not have the most specific subject headings because they had not been established at the time.

Classification inconsistencies

It sometimes appears that resources with similar content have different, or inconsistent, DDC numbers. However, there are reasons for this:

  • Classification varies according to the content of the item: For example, general works on the incidence of COVID-19 (614.592414) and medical works on COVID-19 (616.2414), have different content so will have different Dewey numbers.
  • There are also differences in classification due to updates of DDC: For example, in DDC edition 22, graphic arts were classed in 760 (Printmaking and prints), but are now, in DDC edition 23, classed in 740 (Graphic arts and decorative arts).
  • Differences occur due to cataloguer interpretation: For example, a book about trees and flowers could be classed under Trees, 582.16 — or Flowers, 582.13 — depending on how much of the content is, in the cataloguer’s opinion, about trees or flowers.

Prepublication and catalogue request items

With an increasing amount of SCIS records being produced from information sourced from online cataloguing requests and publishers’ websites, there may be differences between the information given in the SCIS record and that found in the actual resource. Cataloguers create the best possible record based on the data presented to them. This is why we prefer to catalogue from the item in hand and, where this is not possible, request scanned images of the publisher information pages, title page, etc. If that information is not given, we must wait until we receive the item at one of our offices to update the record and confirm that everything is correct.

Consistency matters

We run regular quality assurance tests to help us identify and correct any inconsistencies in records. To help us maintain the high quality of our records, we would appreciate it if you would let us know any errors or inconsistencies that fall outside the areas mentioned above. Please contact us at help@scisdata.com

By Mavis Heffernan, SCIS cataloguer

Improving education through linked technology

In the latest SCIS Publisher Spotlight, Story Box Library explores innovating reading and learning with stories.

Digital learning is complementing traditional teaching methods with innovations. While classroom time is key in children’s development and learning, platforms like Story Box Library (SBL) bring stories to student’s fingertips.

Designed to be used by educators across a variety of ages and curriculum requirements, Story Box Library’s growing collection of stories and resources bring engaging learning options to any classroom.

Two children reading happily

Story Box Library’s Education Specialist Jackie Small says, “Story Box Library’s unique format of traditional storytelling presented digitally with the inclusion of support features provides educators with essential multimodal texts that convey meaning through written, spoken, visual, audio and gestural languages.”

“Resources such as SBL are essential because they meet a need for a society that has become increasingly multi-modal.”

Partnering with educators to enhance education

Saving time for educators, subscribing schools can now search SCIS to find stories from the entire Story Box Library (SBL) collection. This means all SBL titles, including storyteller images, can be downloaded and incorporated into school systems.

Along with MARC records and the corresponding ISBN numbers, SBL collections seamlessly integrate into school cataloguing systems. The SBL digital resource is now even easier to access for educators and students in Australia.

In keeping up with technological demand and developments of our changing world, SBL offers a complementary learning opportunity for educators and schools. Enhancing classroom learning and saving teachers time, teachers can engage students in a lifelong love of learning, reading and inspire curiosity, creativity and play.

Stories connect us to the rest of the world. While students discover stories in a safe, online space, their reading and literacy skills improve. Stories help children and young minds not only establish language and literacy skills but also create frameworks of the wider world, their community, friends, family, and their identity.

“Stories are thoughtfully curated based on thematic and literary value,” says Jackie.

“This makes them perfect springboards into a wonderful world of discovery and learning both in English and other key learning areas.’

Innovative classroom tools for all educators

Story Box Library’s additional expert-designed classroom resources help teachers save time in the classroom, assist in class preparation, and align with the Australian Curriculum. Designed to be used alongside story reads, and adapted seamlessly to any educator’s specific needs, SBL’s education resources make learning fun. Built-in features like playlist and search filter functions allow educators to find and save stories according to themes, topics, or their own personalised requirements.

“I like to think of our additional resources as creative seeds for educators,” Jackie says.

“They provide them with diverse and engaging ideas that provide children with opportunities to listen to, view, speak, write, create, reflect and compare texts within our library while also developing other skills such as metacognition, social skills, and critical and creative thinking.”

Based on unique themes, story structures and language features of each story, Classroom Ideas are flexible, adaptable and easily accessible for any Educator’s specific needs. Downloadable PDFs feature practical discussion questions and activity ideas aligned with curriculum areas. Stories also come with Student Task Sheets, which are grouped by themes and designed to be used independently by students. Students are provided with three task options towards meeting achievement standards via downloadable PDFs.

Recently released, SBL’s new Graphic Organisers and Thinking Tools assist students into becoming critical readers, designed to provide opportunities for deeper learning. With more in development, the first release of resources includes a Y-Chart, Character Profile, Story Map, Plot Summary, List Template, T-Chart, Venn Diagram, Menu Planner, Recipe Planner and an Interview Planner.

Connected to a world of stories

With one login, the entire school community of teachers, students and their families access to a world of diverse, high-quality stories. SBL is safe, secure and trusted by educators around the globe, and helps create curious and understanding young minds.

Story Box Library is working with partners like SCIS to inspire young minds, assist educators, and encourage a lifelong love of reading and learning.

For more information on Story Box Library, and to enquire about a school subscription, visit the Story Box Library website.

Story Box Library is a subscription based educational website, created for children to view stories by local authors and illustrators, being read aloud by engaging storytellers. With a world of stories and educational resources, it’s Storytime, Anytime!

www.storyboxlibrary.com.au| @storyboxlibrary | Story Box Library

It’s now time to take stock

Written by Julie Styles, Cataloguing Librarian, SCIS

With the end of the year fast approaching, now is an excellent time to consider stocktaking your library collection. You may want to stocktake the whole collection at once or do the fiction this year and the non-fiction next year. It all depends on how much time you have available and how much labour you have at your disposal.

Advantages of stocktaking

In handling each resource, you learn a lot about what you have and have not in your collection.

It may be time to ‘weed’ out outdated or little-used material. The ever-changing subject areas of computer science, science and geography are always a good place to start.

Books in a poor state of repair may need to be repaired or replaced.

You are likely to find at least a few books that have been incorrectly shelved and missing for a long time.

Gaps in subject areas will be discovered. You may have nothing or very little on 3D printing. You may alternatively decide you have quite enough on ancient civilisations.

Due to popularity, you may decide to buy additional copies of some titles.

Best of all, your collection will be all organised and ready to start the next school year.

Colourful books stacked tightly
Photo by Robert Anasch on Unsplash

How to go about doing a library stocktake

As always, we recommend that you speak to your library management software vendor for specific instructions on how to complete a stocktake.

Stocktaking and SCIS records

The SCIS catalogue, like every other library catalogue, is continually evolving. It reflects changing international standards in cataloguing and internal policy decisions. Many of these internal changes come as a result of your feedback and often enhance the usability of the catalogue. Usually, we implement changes from a certain date and do not worry about previous records. However, in some circumstances, it is considered necessary to change older records also. When this is the situation, in many cases, we can make ‘blanket’ or ‘global’ changes to our older records. As this is a big job, we usually concentrate our efforts on records created in the last ten years.

Changes that impact SCIS records

In 2015 we stopped treating stories with rhyming text as poetry, changing the Dewey number from the number for poetry to F for fiction. And the subject headings for all these titles now had Fiction as a subdivision instead of Poetry. The SCIS genre heading Stories in rhyme and the SCOT Verse stories was also added to the record. Global changes were made to records made in and after 2012.

Before 2018 series titles were recorded as presented on the item, resulting in inconsistencies across records. Selecting consistent and authorised series authorities, and updating records has been a significant project and work continues to ensure that older records are linked with the correct series term.

From January 2018, we started adding diacritical marks to name and series authorities. This particularly made a difference to names and titles in the Māori language. We continue to update older records to reflect these new authorities.

Series sequential numbering terms such as Bk., Book, No., Number, Pt, Part, Vol., Volume and Issue are no longer included in the series statement.

RDA cataloguing rules require cataloguers to enter the information exactly as it appears on the book. But this can cause inconsistencies in series filing as the sequential terms used often vary amongst publishers. It was for this reason that SCIS revised its cataloguing standards in May 2018 to record the series number without the sequential term. Older records are now being stripped of these terms.

In addition to these major bulk changes, we occasionally pick up spelling errors, Dewey number errors, and cataloguing errors in individual records which we correct immediately.

Finally, if you prefer to take on a smaller project, we have recently deleted nearly two thousand records for websites that no longer exist and updated nearly 800 URL’s on records that have been re-directed. It may be time to review your website records against the records we have or no longer have on our database.

Conclusion

At SCIS, we have worked hard to make changes to records to improve the functionality of your library catalogue. However, if you still have many of the old records, your library users will not be gaining the full benefit of all these improvements.

Libraries that wish to update their SCIS records to pick up enhancements may decide to re-download the record for each of the titles handled during a stocktake. Yes, it will add to the process, but it is certainly not something you will have to do every year. However, I emphasise, if you want to do a big ‘clean up’ overwriting existing records with SCIS records, you need to confirm with your library management software vendor first to make sure you are doing it correctly. We do not want you to end up with duplicate records or deleted records inadvertently.

Please feel free to share your stocktaking experiences.

Happy stocktaking!

Ten things we love about SCIS

Here at the Schools Catalogue Information Service (SCIS), our mission is to make our users’ life easier. Our data is designed to work seamlessly within your library management system, using high-quality data to build a brilliant user experience. To support your work, we also have the SCIS Data website (scisdata.com) – with a stack of nifty features that will improve your library catalogue and save you time and money.

List: Ten things we love about SCIS

1. Cataloguing (of course!)

The SCIS database has approximately 1.6 million high-quality, consistent catalogue records.

As part of a SCIS subscription, libraries can also request cataloguing for new materials that they have not been able to locate a record for in SCIS Data. We encourage you to place an online cataloguing request at my.scisdata.com/CreateCatalogueRequest. Good news! We have recently revamped the service to make it quicker and easier to submit these requests. You can use this service to request the cataloguing of websites and other online resources you think would be useful to you and the wider school library community.

Sometimes, you might have a query about a record or maybe you’ve found a mistake. Simply email help@scisdata.com and our cataloguing team will investigate.

Remember we are a cataloguing community, so feedback helps not only you, but also nearly 10,000 other users around the world.

Picture of Mavis cataloguing a delivery of books
SCIS Cataloguer Mavis Heffernan hard at work!

Learn how to make an online cataloguing request: vimeo.com/417043786

2. Cover images

Text-only catalogue displays are a thing of the past. While the old adage ‘Don’t judge a book by its cover’ is wise, the reality is that the cover of a resource makes it look more appealing and does affect reader choice. Using cover images to supplement the text-based catalogue record is an effective method of catching the reader’s eye as they browse through the virtual shelf.

SCIS subscribers are able to download most of the cover images displayed in SCIS Data into their own library-management systems. Subscribing schools may not pass cover images on to a third party, but for their own use they may include them:

  • on the school’s online library catalogues
  • on the school’s website, including blogs, wikis, online newsletters and intranet
  • elsewhere within the school.

Resources recently catalogued in SCIS

Learn more about cover images and SCIS: scisdata.com/connections/issue-109/cover-images-and-scis

3. Digital content

At the time of writing, there are over 80,000 records on SCIS Data for digital resources (websites, apps, ebooks and digital videos), and this number grows every month. We also catalogue apps, ebooks and digital videos. We catalogue resources that are curriculum-related, educational and recreational.

SCIS has made catalogue records for nearly 400 free Project Gutenberg titles (scis.edublogs.org/2020/05/06/literatures-greatest-works-are-yours-for-free). SCIS Data offers subscribers the option to download collections (https://help.scisdata.com/hc/en-us/articles/360051763433-What-are-the-Download-Collections-) of records from four resource providers: ClickView digital video library; Wheelers ePlatform One; World Book eBook Series; and the National Library of New Zealand (Topic Explorer and EPIC Resources).

The hard work has been done – importing digital content is a quick and easy way to grow your collection.

Learn how to download records for websites in SCIS Data: vimeo.com/275765622

4. Collection development

When a teacher approaches you about finding resources for their upcoming unit, where is the first place you look? Perhaps you perform a quick internet search to see if it can direct you to any relevant resources. Maybe you check a publisher’s website. Yet, if we encourage students to use the library catalogue based on its inclusion of trusted, credible and educational resources, why not use a catalogue ourselves?

Let’s say the history teacher has approached you to help her find World War I resources for her Year 9 class. If you pop over to the SCIS catalogue, you can start with a basic search – perhaps simply ‘World War I’ – and, from the results page, refine your search. Filtering by your specific learning area, subject and audience level will provide you with the most relevant resources catalogued by SCIS. The advanced search option allows you to limit your search further by either fiction or non-fiction – and, if it’s fiction you’re looking for, to narrow your search by specific genres.

The Featured categories on the SCIS Data search page provide a quick and easy way to source resources and records for websites, apps, ebooks and digital videos. The SCIS catalogue also has the ability to build lists. Rather than downloading one record at a time, you can curate lists within the SCIS catalogue. This is particularly helpful for schools using SCIS as a resource selection tool.

SCIS Data includes additional information via our subscription to Syndetics. Where the information is available, the record consists of summaries and annotations, author notes, authoritative reviews, and series information. Through our subscription to LibraryThing for Libraries, we can also provide community-generated content, including recommendations, tags, and links to other editions and similar items. Although this additional information is not included in the downloaded record, it can help with searching and selection of records.

How good is that?

Learn how to use SCIS Data as a selection tool:
scisdata.com/connections/issue-104/scis-as-a-resource-selection-aid

5. Authority Files

SCIS Authority Files (scisdata.com/products/authority-files) provide a rich search experience to make the most of your resources. Authority Files link terms between records, to display the ‘see’ and ‘see also’ references. A subscription to SCIS Authority Files allows you to download Subject, Name and Series Authority Files from the SCIS website, and upload them to your library management system – where you’ll truly see the magic of metadata with a rich search and discovery experience for your students.

Learn more about SCIS Authority Files: scisdata.com/connections/issue-112/scis-is-more

6. Help (really)

SCIS prides itself on responsive, proactive customer service. Our team of customer service and cataloguing professionals are on hand to answer your questions. Visit our contact page (scisdata.com/contact-scis) to submit a question. Explore the SCIS Help articles (help.scisdata.com/hc/en-us) or watch the SCIS Help videos (vimeo.com/user4095009) and learn how to make the most of your subscription. Or stay up to date with the latest SCIS news by visiting our news carousel at scisdata.com. We are here to help.

7. Shopping cart

The SCIS shopping cart allows you to request and download your invoice, or pay online.

Our shopping cart also allows users to add in SCIS extras before renewing their annual invoice – such as barcode scanners (scisdata.com/barcode-scanners), professional learning and Authority Files. Ordering is nice and simple, and should you decide you need something extra when you renew your SCIS subscription (like a barcode scanner for stocktake!) you can have everything on one invoice to pass on to your accounts team.

Barcode scanner
SCIS has a range of barcode scanners available for purchase within Australia.

8. Professional learning

Attend a SCIS webinar (scisdata.com/professional-learning) and learn how SCIS Data makes resource management simple – helping school libraries by providing high quality catalogue records, improving content searching and discovery, and developing digital collections.

The free SCIS short course ‘Managing your library collection and catalogue’ (scis.edublogs.org/2020/03/31/free-scis-short-course-managing-your-library-collection-and-catalogue) is suitable for new school library staff and for those who would like a refresher. Published on the SCIS Blog, the course focuses on collection curation and cataloguing, it helps school library staff get started in organising the resource offerings in their library. The response to this course has been overwhelmingly positive, with comments ranging from ‘Thanks, this is so helpful and timely while working from home’ to ‘Back to basics. A good reminder of what makes libraries tick …’

9. Community

We’ve been publishing our magazine Connections (scisdata.com/connections) since 1992, and we’re pretty proud of it. For the first time in our history all back editions are available online – a fascinating record of changes in the library industry over several decades.

All Connections articles are written by members of the school library community. Writing for Connections is an excellent way to advocate for your library and share your ideas with colleagues around the world. Now, more than ever, it is important to celebrate the valuable role of school libraries and recognise how they support student learning. So, if you have a great article you would like to share, please email connections@esa.edu.au.

Connections school library magazine

As part of our ongoing commitment to the library community, Connections is freely available to anyone, anywhere. To join our mailing list, visit confirmsubscription.com/h/r/F55C1FEDABD5B8D4.

The SCIS team is passionate about school libraries. In addition to Connections magazine, we offer the school library community a number of ways to keep up to date with what is happening at SCIS and with industry trends and information. Subscribe to the SCIS Blog or follow us on Facebook, Twitter, LinkedIn @scisdata or Instagram @scis.data.

We want to know what’s important to you. Join the SCIS Facebook group and be part of the conversation: facebook.com/groups/570608273802240

10. Friends

SCIS cataloguers add approximately 3,700 catalogue records to the database each month, keeping it relevant and current. The resources catalogued come from a range of sources, including publishers, booksellers and school libraries. These hot-off-the-press titles are our best means of creating a quality record that is accurate and compliant with international cataloguing standards. This is important, considering each record is likely to be downloaded by nearly 10,000 school subscribers around the world. It’s rare to have a day when we don’t receive a small parcel or large box of books delivered to one of the six SCIS cataloguing depots.

SCIS also works with providers of library management systems to ensure the most efficient delivery of SCIS products and services. And we support university and TAFE educators in training and developing future librarians with essential cataloguing skills by offering complimentary access to SCIS Data.

Anything is possible when you have the right people there to support you.*

*Thank you Misty Copeland for the excellent quote!

Acknowledging Indigenous communities and culture in SCIS Data

The Schools Catalogue Information Service (SCIS) wishes to acknowledge the Kulin Nation, Traditional Custodians of the land on which our offices are located, and pay our respects to Elders past, present and emerging. We also acknowledge the Traditional Owners of the lands across Australia, their Elders, Ancestors, cultures and heritage.

The theme for National Reconciliation Week 2020 is #InThisTogether2020, and in these trying times, this has never been more relevant.

SCIS recognises our responsibility to work for national progress in reconciliation and we are committed to continuing to work towards achieving this outcome.

SCIS cataloguing standards recognise the rich and special nature of indigenous communities in society. As an Australian and New Zealand focussed database, we have some unique cataloguing standards that recognise the Māori and Australian Aboriginal and Torres Strait Islander cultures in our database.

Dewey Decimal Classification and book numbers

To give emphasis and a shorter number to religion, spirituality and creation stories of the Australian Aboriginal people, the permanently unassigned Dewey number 298 is used.

For works where the book number would, if built according to SCIS Standards, be ABO and covers topics on Australian Aboriginal peoples, substitute the letters ABL.

SCIS Subject Headings

Resources on specific indigenous people are entered under their name e.g. Iwi (Māori people), Torres Strait Islanders, Aboriginal peoples.

Māori terms where applicable are used e.g. Waka, Wharenui, Te Reo Māori.
Names of Māori tribes can be added to the list e.g. Tainui (Māori people), Waikato (Māori people).

Reconciliation of Aboriginal and non-Aboriginal Australia is an allowed heading, along with Stolen generations.

Additionally, the names and languages of every major grouping of Australian Aboriginal peoples have been added.

SCIS Subject Headings SCIS Subject Headings

SCIS Standards are always changing and adapting to meet our school library communities’ expectations. We welcome feedback; the SCIS Information Services Standards Committee (ISSC) is happy to receive and review suggestions from our school library community.

#InThisTogether2020 #NRW2020

Renate Beilharz
Cataloguing team leader, SCIS

Renate has worked for SCIS since 2018. A qualified teacher librarian, she worked in secondary school libraries for 20 years before teaching library and information services at Box Hill TAFE. She is passionate about ensuring that schools receive the quality data needed to empower information discovery for students.

Literature’s greatest works are yours for free!

Julie Styles, SCIS Cataloguing Librarian, explores the Project Gutenberg ebook library.

Project Gutenberg is a volunteer effort to digitise and archive the world’s cultural works and make them available in ebook form for free. To date, it has over 60,000 free ebooks on its database. On average it adds 50 new ebooks each week.

It’s collection features mostly older literary works for which U.S. copyright has expired. Most were published before 1924, with some published in the decades after.

You will find some of the world’s great literature at https://www.gutenberg.org/

Charles Dickens, Jane Austen, Mark Twain, Arthur Conan Doyle, Homer, George Bernard Shaw, H.G. Wells, the Brothers Grimm, Walt Whitman, William Shakespeare, and Emily Bronte are all available in multiple ebook forms for free.

In addition to novels, poetry, short stories and drama, the database also has cookbooks, reference works and issues of periodicals. You can also find a smaller collection of sheet music, audiobooks, still pictures, and moving pictures, including footage of the Apollo 11 lunar landing.

Although Project Gutenberg primarily has works of literature from Western culture, there are also significant numbers in many other languages. Non-English languages most represented are French, German, Finnish, Dutch, Italian, and Portuguese.

You can use the Search box to look for a particular title or browse titles by a favourite author.

Project Gutenberg

The Bookshelves allow you to browse by genre, age group, and topic. And if you are undecided where to begin there are Top 100 lists of titles to get you started.

Top 100 lists Project Gutenberg

Project Gutenberg and SCIS

SCIS has made catalogue records for nearly 400 of these titles.

The best way to locate them in SCIS Data is to do an advanced search of the phrase ‘Project Gutenberg’, choosing Publisher field, and the exact phrase from the drop-down options.

Each record contains a convenient link to the resource on the Project Gutenberg database. Once at the resource, you should find multiple ebook formats to access.

SCIS Data record

Project Gutenberg record for Mansfield Park by Jane Austen

If you want a title on Project Gutenberg, that we have not already made a record for, simply go to our online cataloguing request system and request the ebook:  https://my.scisdata.com/CreateCatalogueRequest

Once you have mastered the international Project Gutenberg website you may also be interested in the Australian digitised collection at http://gutenberg.net.au/

Enjoy searching through this treasure trove!

What are special book numbers?

Mavis Heffernan, SCIS Cataloguer, explores special book numbers. 

Book numbers are the set of three letters found in the SCIS call number. SCIS records all contain call numbers:

  • Fiction items are given the collection code F and a Book number
  • Non-fiction resources are given a classification number using Dewey Decimal Classification and a Book number

 

 

Book numbers usually comprise the first three letters of the first filing word of the main entry, i.e. author or title (where there is no author or only an editor).

However, special book numbers are employed for certain classes of material. Some special book numbers serve as a shelving device for biographies or to place works such as commentaries and adaptations with the original text. Other special book numbers are a result of alphabetical sub-arrangement within Dewey classes.

Special book numbers are used in the following cases:

Works about the subject

  • Individual biography, Family biography, Musical group biography

SPR (Bruce Springsteen by Marty Monroe)

BRO (Everyman’s companion to the Brontes by Barbara Lloyd)

  • Commentaries and critical works

BEA (The complete guide to the music of The Beatles, by John Robertson)

BRO (Emily Bronte’s Wuthering Heights, by Frances McCarthy)

  • Abridgements and adaptations of literary works, including film adaptations

AND (The ugly duckling [by Hans Andersen] retold by Brenda Parkes

MIT (Gone with the wind [videorecording of the motion picture based on the book by Margaret Mitchell])

Dewey instructions for sub-arrangement

Special Book numbers are used in all ADDC15 and DDC23 classes where the Dewey Editors give the instruction to sub-arrange alphabetically. For example specific named automobiles, specific television programs, specific computers, computer programming languages and computer programs. Also, special book numbers are provided in the schedules for DDC23 numbers for William Shakespeare:

629.2222 MG (Specific named automobiles, e.g. MG) DDC23

791.4572 STA (Specific television program, e.g. Star Trek) DDC23

004.165 MAC (Specific named computer, e.g. Macintosh) ADDC15 and DDC23

H (Lamb’s tales from Shakespeare) DDC23

P3 (The merchant of Venice by William Shakespeare) DDC23

Extraordinary special book number – ABL

It is SCIS policy to use this special book number for works where the book number would, if title main entry and covering topics on Australian Aboriginal peoples, be ABO:

305.89915 ABL (Aboriginal studies)

635.089915 ABL (Aboriginal bush gardens: teacher and student information and examples)

We hope this offers an insight into how the SCIS team creates high quality, consistent catalogue records for school libraries. Happy cataloguing!

Free SCIS short course: Managing your library collection and catalogue.

Hello all! The amazing SCIS team have created a free short course for new school library staff (and for those that would like a refresher). Focusing on collection curation and cataloguing, we will help you get started in organising the resource offerings of your library. We have created 7 SCIS Blog posts, each containing a lesson in managing your library collection and catalogue. Click on the links below and explore at your own pace.

We are so pleased to take you on this journey!

Lesson 1: Help! I’ve taken over a library. What do I do now?

We’ll start slow, and take you through the basics of a library: what it is, and what it can be. Ideal for those of you who have just stepped into the role of librarian. But this is also a nice refresher, and a chance for those of you who have been working in a library for some time, to take a step back from your current practices and think about the basics.

Lesson 2: Managing your collection – what does your library collect?

Now we start to get into the juicy stuff! This lesson looks at the library collection policy and why it is so important. We cover sourcing and acquisition — building up your library collection — along with the necessary evils, otherwise known as weeding and stocktake.

Lesson 3: Introduction to cataloguing – unleash your library collection

This lesson dives right into the heart of cataloguing. We discuss why we need to follow cataloguing standards, what standards you’ll need to be aware of, and how to make standards work for your library.

Lesson 4: Descriptive cataloguing – describing your collection and finding resource information

We’ll start looking at the ways you can describe your library collection, and where you can find information on a particular item. We also look at how most people perform searches, and the important fields to consider when cataloguing.

Lesson 5: Subject cataloguing and authority files – why it is important to keep control

This lesson uncovers the benefits of controlled vocabularies. We also delve into authorities and authority files: what they are, and how they can make your collection more discoverable to staff and students.

Lesson 6: Organising your collection –classification, Dewey and call numbers

Here is where you can start to make your library work for you and your school. We discuss the importance of classification, describe the difference between full and abridged Dewey, and provide an overview of call numbers and genre classification.

Lesson 7: The value of your library collection – now that I’ve set up my library, what’s next?

Our final lesson ties everything together. We’ll look at how to evaluate and advocate your library, suggest activities for engagement and networking, and touch on creating efficiencies. In a nutshell, we discuss how you can make the most of your time to serve the needs of your school.

Thank you and enjoy!