I appreciate Chris's comments. The trend away from classification is only
helpful if there are clear ways for children (and others) to access the
materials they want without difficulty. Browsing is to be encouraged for
many things, but where a specific topic is sought you can't beat a
simplified Dewey system with a good subject index, combined with a colour
coded system for younger children. If they are helped to use such a system,
children find it empowering - they can learn to look for themselves and take
control of their searching. Unclassified is fine to encourage browsing,
especially for reluctant users, but we must find a way of ensuring that
children can be helped to develop search strategies as they develop into
independent and self managing learners. Even where we don't classify, let's
not make the mistake of thinking that this automatically enables children to
be self-directed searchers. They will still need the mediation of a
supportive adult who knows the stock, and many children not used to
browsing will need help to gain the confidence to even take the books off
the shelves. The barriers are more do to with the nature of the library
environment and the fear of failure or being the centre of attention, than
to do with the classification scheme.
Liz Dubber
Gloucestershire
-----Original Message-----
From: Hall, Chris [mailto:[log in to unmask]]
Sent: 26 November 2002 09:25
To: [log in to unmask]
Subject: Re: Classification & Children's Libraries
Sorry, I'm not a children's librarian, so I'll have to leave specific
comments to colleagues elsewhere. However, can I enter my own plea to
"think outside of the box"? It seems to me that you are boxing yourself in
by your starting point of "how classification systems may act as a barrier".
They may indeed, but they may also act as an essential tool for the
discovery of books (etc.) and information - after all that is what they are
designed to do. There seems to be a growing myth that classification is
indeed more of a barrier than a tool, but frankly that is nonsense. Dewey
numbers to the nth decimal point on spine labels may not be helpful in all
libraries (children's or otherwise) but systematic organisation is, and
that, fundamentally, is what classification is all about. Ah well, I
suppose that's the bib services librarian in me coming out!
Chris Hall
Bibliographical Services Librarian
Corporation of London Libraries
Email:[log in to unmask]
Tel: 020 7332 1075
-----Original Message-----
From: Russell Allen [mailto:[log in to unmask]]
Sent: 06 May 1998 16:23
To: [log in to unmask]
Subject: Classification & Children's Libraries
Hello all
For my dissertation I am investigating children's access to non-fiction
resources in libraries. My specific interest is how classification systems
may act as a barrier. If anyone has any knowledge on this subject, ideas
for research or links to other sources I would be very grateful of the help.
Please do "think outside of the box" as well, things like:
- can children use OPACs designed for adults?
- do children approach staff?
- are printed indexes any use at all?
- is Dewey the only system used?
- how does visual guiding support/hinder the child user?
Any response is better than none!
Finally if anyone would like to express an interest in having their
knowledge formally surveyed by a simple (& brief) questionnaire that would
be great!
Come on, don't be shy....
Russell Allen
BA (Hons) Information & Library Studies
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