Tag Archives: LIBE 465

My Library Website

 It’s Your Library Website

Though I do not have my own library yet, the pictures and information I included in my website are based on resources that are available in my School District and through a high school library I often work at. However, since my website is not real, I haven’t actually created any links to these resources, but simply indicated where I would put the links. I don’t have a specific name for my library but instead decided to use a slogan I came up with for my future library in a previous course, LIBE 461. (A library assistant I often work with always answers the phone with “It’s Your Library”. I liked it for a slogan and she said I could use it.)

The Blog format of WordPress makes it easy to add information to sidebars, called widgets. I chose a theme that included a “feature widget” in which I put the information about the Library Catalogue, as I wanted it to be highly visible on the first page. I don’t have many widgets right now but ones I would like to add in the future (I couldn’t seem to get them to work how I wanted right now) include: Word of the Day, The SciShow from YouTube, News Headlines (from a variety of news media), and Goodreads (listing new fiction added to the collection).

I spent quite a bit of time working out the information architecture of my website. A shallow hierarchy is easier to use than a deep one because content is not buried under many layers that are difficult to get to (Whitenton, 2013). As I don’t want my students to have to click too many pages to get to the information they need, I decided to go with shallow architecture WordPress automatically adds pages in drop down menus, so students will be able to find the page they need with only one click in most instances.



IMG_0103 Comparing my initial plan to my finished website, there are a few changes.  Some of the main ones are:

  • I added another page, About Your Library, because I wanted to link the physical and virtual spaces of the library.
  • I added a Publish Your Work page under Research Tools to complete the steps students go through when researching.
  • I had forgotten about my District’s digital library, so I added a page for that too in Online Resources.
  •  I added an extra level for my Website Collection page.  The 3rd level will be pathfinders (websites organized by subject/topic) before linking to outside sources (4th level).


Most of the pages in my website are classified in terms of the type of resource or service offered by the library. The only exceptions are EAL Resources and Teachers. Both these groups have different needs than others in the school community. Therefore, I want to ensure EAL students and teachers know what services and resources the library provides that are unique to them.

Even though we were not required to develop a library catalogue as part of this assignment, I have been thinking about the classification system I would like to use in my library. I think I would like to have a modified version of the Dewey Decimal Classification System (DDC). I have always taken DDC for granted and never thought about how it organized information or could be changed to better suit the users of a library. However, the article by Marjorie Gibson, describing the sur~F! (See. Use. Reshelve. Fast!) system some elementary schools are turning to (Gibson, 2011), made me realize that there is not a lot of point to a cataloguing system in which it is too difficult for users to retrieve information. For a high school, I don’t think I would get rid of DDC altogether, because Dewey Decimal numbers do provide an efficient way to access information for older students. I would, however, like to tweak some sections. For example, I would like to expand the Canadian history section so the library wouldn’t have rows of shelves of 971 with only one or two shelves of 973-999 (American History). I would also like to put some of the 300s (industry and environment) with the science books in the 500s. Just like I am developing how I would organize the resources in my library’s virtual space, ideally, I would like to modify the cataloguing in my physical space so that it is more relevant to today’s students.

My library website is definitely a work in progress and I have made notes on a few pages indicating how I would develop them in the future. However, as it is, I don’t see students using this website unless they are encouraged to do so when conducting research. Students often go to school libraries to read, socialize and generally connect with friends. I think the virtual space libraries create should reflect this, and though the Blog portion of my website has the potential to attract students for more than just research, I don’t think it is enough. I agree with Loertscher when he states that school libraries, including their virtual spaces, need to revolutionize to become more relevant to how today’s students learn and communicate (Loertscher, 2008).I see the possibilities for using social media like bookmarking, tagging, twitter etc. to bring more collaboration to my website, but I am not sure yet how best to incorporate these ideas.   Once I have my own library, I think I will enlist the help of its primary users, the students, in designing its website. Like in the physical library space, students need to see themselves and their interests reflected in the library’s virtual space as well. I think designing a website would be a great class project for an IT class in high school, and by collaborating with students, I could help ensure we create something that everyone will value, use and enjoy.


Works Consulted

Gibson, M. (2011). Innovative 21st century classification schemes for elementary school libraries. Feliciter, 2(57): 48-49, 61. Retrieved at http://www.cla.ca/Content/NavigationMenu/Resources/Feliciter/PastIssues/2011/Vol57No2/Feliciter2_Vol_57_2011_web.pdf

Loertscher, D. (2008). Flip this library: School libraries need a revolution. School Library Journal, 54(11), 46-48.

Whitenton, K. (November 10, 2013). Flat vs. deep website hierarchies. Nielsen Norman Group. Retrieved at http://www.nngroup.com/articles/flat-vs-deep-hierarchy/


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Card Sorting – Port Moody Public Library’s Information Hierarchy


The sticky notes in the above chart signify how the information is sorted within its drop-down menus for the Port Moody Public Library’s website.  I did not include cross-links or third level links that were not on these menus as it was too much information to easily reconstruct this way.  With all this information I missed the third level links within Membership and Ask a Librarian that were located on the menus.  However, I did include them in the Site Map I created below, as well as the links that could be found directly on the Home page. (Click on each image to view)

Screen Shot 2014-03-08 at 1.45.28 PM

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FRBR Model for Macbeth

Functional Requirements for Bibliographic Records


Upon reading the notes about the Functional Requirements for Bibliographic Records (FRBR), I felt confident about making my own model of a chosen Work.  Though reading the suggested articles for the assignment caused some confusion, I set that aside for the moment to concentrate on creating a visual representation of a Work and its expressions.

As I am often working in the same high school recently, I decided to find a Work that had a number of expressions within its library.  I quickly realized that the best work to use would be something by Shakespeare, as the library contains many expressions of his works.  A search for the title Macbeth in the online catalogue came up with 12 items: a number of paperbacks, a graphic novel, an e-book, a video and a sound recording.  Below is the model I created using the mind mapping tool bubbl.us, sampling some of the items for Macbeth located in the library. (Using all the items made my diagram rather unwieldy so I chose a representative sample of what was available.)

Clicking on the image will let you see it a little better.

FRBR Model for Macbeth


Once I completed my model, I went back and re-read the two articles.  I appreciate what FRBR is trying to do in defining a Work and linking it to the ways that Work is expressed via different mediums.  However, both articles brought up the query of what exactly defines a Work.  In his blog post, Bringing FRBR Down to Earth, Rob Styles questions whether a movie, based on a book, should be simply an expression of that book, or a Work in its own right.  In his model, he argues that by putting the movie on the same level as an expression it “seems to imply that the movie is somehow a lesser creative work than the original” (Styles, 2009).  In Karen Coyle’s blog post What is a (FRBR) Work?, she claims that a Work does not need a title due to its “inherent abstractness” and the fact that it will have other identifiers (Coyle, 2009).   I don’t quite understand this argument, but I did like how she referred to a Work, “not as a thing but as a set”, where new items can be added at any time.  This set of items is then what defines the Work (Coyle, 2009).  This “bottom up” way of thinking implies that creative expressions and manifestations added to the set contribute to the understanding of the original Work.

Thinking about these ideas caused me to wonder how the movie Shakespeare in Love would fit into an FRBR model.  Searching Romeo and Juliet in the online catalogue of the library I am at did not return this title, even though it is in the collection.  Though it is not really an expression of the original Work, it is closely related to it, and I would consider it as part of a “set” that defines the Work as a whole.  However, in terms of an FRBR model similar to the one I created, it doesn’t seem to fit.

This assignment has opened my eyes to the complexity of the issues FRBR is trying to resolve, and though I don’t know if it is the answer, I believe it is a step in the right direction.  It has certainly made me stop and think about how I would like to organize and catalogue the resources in my own library.

Works Cited


Coyle, K. (2009, August 16). [Web log message]. What is a (FRBR) work? Retrieved from http://kcoyle.blogspot.ca/2009/08/what-is-frbr-work.html

Styles, R. (2009, November 11). [Web log message]. Bringing FRBR down to Earth… Retrieved from http://dynamicorange.com/2009/11/11/bringing-frbr-down-to-earth/


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MARC Records

For this MARC record activity I chose the book If the World Were a Village: A Book About the World’s People by David J. Smith.  I picked it off my daughters’ bookshelf, but it is also a book I would buy for my school library collection.  All of the information I included was found in the publication data in my copy of the book.  The parts which are in bold, are those that I neglected to include in my record but found in the MARC record for the book on the UBC library website.

Please excuse the formatting, it was the best I could do.  WordPress would not except my formatting when copied from my original document.  Typing it directly did not work either.

010    ##        |o        NLC20019017499

020     ##       |a         978-1-55074-779-9

100     1#       |a         Smith, David J.

|q        (David Julian),

|d        1944 –

245     10       |a         If the world were a village:

|b        A book about the world’s people/

|c         written by David J. Smith; illustrated by Shelagh Armstrong

250     ##       |a         2007 ed.

260     ##       |a         Toronto ;

                    |a         Tonawanda, NY :

|b        Kids Can Press,

|c         c2007.

300     ##       |a         32p. :

|b        col. ill. ;

|c         32 cm.

504     ##       |a         Includes bibliographic references.

520     ##       |a         Compares the world’s population to a village of 100 people to

teach children about who we are, where we live, what languages we speak and more.

650     #0       |a         Population

650     #0       |v         Juvenile literature

650     #0       |a         Human Geography

650     #0       |v         Juvenile literature

700     1#       |a         Armstrong, Shelagh,

|d        1961 –

The first challenge I faced was in finding the actual MARC record for this book.  I couldn’t find it on the Library of Congress website and the UBC library had the 2002 and 2011 editions, but my book says it is the 2007 updated version.  I decided to compare my record to the 2002 one though I have made some comments comparing it to the 2011 record.  The following are some differences I found between my record and the others:

  • Line 010: I couldn’t find a LCCN number in my copy of the book so the number I included here is from the 2002 record (this line wasn’t present in the 2011 record).
  • Line 020: the ISBNs were different for each record, which makes sense as the records are for different editions.  The ISBN for my record is the one I found in my copy of the book.
  • Line 245: I wasn’t sure when completing my record if the illustrator should go on this line or not.
  • Line 250: the 20ll record indicated that it was the 2nd edition and my copy did not indicate what edition it was (the text said copyright 2002) so I kept mine as the 2007 edition.
  • Line 260: for the place of publication, though both Toronto and Tonawanda were in the publication data of my book, I only chose to include Toronto.  I should have known to include both as Line 260 can be repeated.
  • Line 490: I couldn’t find anything in my book to indicate it was part of a series and this line was not in the 2002 record, but was in the 2011 one (490 1# |a CitizenKid).  Maybe it became part of CitizenKid in 2011?
  • Line 520: this line was not in the 2002 record.  The annotation in the 2011 record was slightly different, but I kept mine as I feel it adequately describes the book.
  • Line 650: the publication data in my book listed the category juvenile literature but I didn’t know where to put this information in the MARC record.  I didn’t see indicator v when reading MARC Parts 7-10.


After our reading about MARC records (Parts 1-6) I was still a little apprehensive about doing a record myself, as I didn’t really understand about the sub-field codes.  However, MARC Parts (7-10) did a much better job of describing what all the codes mean and once I started with my book I found the procedure pretty straightforward.  Of course, the actual MARC record for If the World Were a Village, has more lines than what we were asked to concentrate on or were explained in the reading; lines in which I still don’t quite understand what information is being coded.

Because I was comparing my copy of If the World Were a Village, to two records, I was able to compare differences between them.  Of course some of the differences lie in the fact that the records are for different editions, but this doesn’t explain why some lines are missing between one record and the other.  For example, as I already stated, Line 520 was missing from the 2002 record I looked at.  An annotation about the book seems to me to be a basic requirement for a MARC record.  I suppose it depends on the publication data available to the cataloguer.  As well, in reviewing my record, I probably could have left out Line 250, as my book didn’t specifically state an edition.  The date of publication is already in Line 260; so saying that the book is the 2007 edition is redundant and doesn’t give any further information.

Before starting this assignment, I was very apprehensive about having to produce a MARC record for a book.  However, a teacher-librarian I talked to claims that all teacher-librarians secretly enjoy cataloguing, and I have to admit the task was not as onerous as I expected.  Though I am glad we are not required to memorize these cataloguing codes and procedures I appreciate that as teacher-librarians we need to understand the language even though we may not be actually doing much of the cataloguing ourselves.  I do enjoy being able to find the best place a book should be in a collection, and understanding MARC records can add to the information I need to find that perfect spot.


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