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For my intro class, I lecture for about an hour and half, introducing  
them to the history and origins of LCC, principles of LC  
classification  (SCM:C F10), the outline of main classes and  
subclasses, common structures among the classes, the notation,  
components of LC call numbers, how to use the general Cutter table,  
how to deal with geographic elements (tables and cutters), and other  
tables (biog, translation, 1 no. and 2 nos. tables) in the system  
(all with examples).

After the lecture/discussion, we spend about 90 minutes on exercises.  
I give them pages from the HB and HD schedules/tables and ask them to  
construct and deconstruct numbers. That's all we have time for in the  
intro course, Information Organization. In a 14-week intro course,  
the topics just fly by.

Danny

~~~~~~~~~~~~~~~~~~
Daniel N. Joudrey, PhD
Assistant Professor
GSLIS, Simmons College
300 The Fenway
Boston, MA 02115
617-521-2863
~~~~~~~~~~~~~~~~~~~



On Nov 29, 2007, at 11:48 am, Allyson Carlyle wrote:

> Whenever anyone here doesn't teach LCC they get complaints from  
> students, who feel as if they are leaving school missing  
> something.  So we just do a breeze through the last week of class.   
> We teach our beginning cataloging class as a catalog appreciation  
> class, really, or that is how I see it, so I am not so worried that  
> they don't get the full flavor of it.
>
> We work with H, which that is the schedule we have lots of copies  
> of.  We just say that H has many of the features of the other  
> schedules.  When I teach it I sometimes introduce the P schedule or  
> talk about the G schedule to demonstrate the multiple ways in which  
> LCC can organize, and the multiple meanings that the class/Cutter  
> numbers can have.
>
> And, to tell you the truth, I don't think WebDewey is manageable at  
> ALL, so I cringe when I get there (although I love teaching it in  
> the abstract).  But maybe you have found a good way to teach it?
>
> -----Original Message-----
> From: Discussion List for issues related to cataloging & metadata  
> education & training [mailto:[log in to unmask]] On Behalf Of Suzanne  
> Stauffer
> Sent: Thursday, November 29, 2007 5:56 AM
> To: [log in to unmask]
> Subject: [eduCAT] LCC
>
> A question I've been meaning to post for ages -- how do people  
> teach LCC in their introductory course? Or do you? DDC is at least  
> manageable, but LCC! We could spend the entire semester just  
> working on that. I hate to not at least expose the students to it,  
> but since most of the students are not going to be full-time  
> catalogers and most will be working in school or public libraries,  
> at times I wonder if the time wouldn't be better spent going into  
> greater depth on authority control, DDC, or LCSH.
>
> Your thoughts, experiences, suggestions?
> Suzanne M. Stauffer, Ph.D.
> Assistant Professor
> School of Library and Information Science
> Louisiana State University
> 275 Coates Hall
> Baton Rouge, LA 70803
> (225)578-1461
> Fax: (225)578-4581
> [log in to unmask]