LIS 415:8

Topic Areas

Controlled vocabularies are presented as the best means for providing consistent verbal subject access to information resources. Controlled vocabulary theory, thesaurus construction, and applying controlled vocabularies such as LCSH are addressed.

Learning Objectives

Compare and contrast various theories relating to the use of controlled vocabularies for subject description of resources.
Construct a basic thesaurus, employing thesaural relationships and demonstrating how and why they are built and used.
Apply knowledge gained about subject analysis and thesaurus construction.
Navigate and apply subject terminology from the AAT and other thesauri to information resources.
Navigate and choose basic LCSH for information resources.

Guiding Questions

What are the issues and/or problems involved in establishing vocabulary terms?
How is subject content expressed verbally in metadata records?
Why is a controlled vocabulary important?
What is the significance of literary warrant, specific entry, and coextensive entry?
How are controlled vocabularies structured?
What advantages do natural language terms have over controlled vocabulary?
How can natural language and controlled vocabulary be used together advantageously?

Required Readings

Week 1: Introduction

Joudrey, The Organization of Information, Chapter 12 (p. 455–479)

Gross and Taylor, "What Have We Got to Lose?"

And please read at least one of the following:

Week 2: Standards, Issues, and Tools

Joudrey, The Organization of Information, Chapter 12 (p. 479–508)

Berman, Prejudices and Antipathies (read introduction; skim as desired)

And please read at least one of the following:

Bullard et al., "Misrepresentation in the Surrogate: Author Critiques of "Indians of North America" Subject Headings"
Hobart, "Antiracism in the Catalog"
Trans Metadata Collective, "Metadata Best Practices for Trans and Gender Diverse Resources" (skim section 3.1)