Steps Followed

I began by examining the subject statements and identifying single-concept subjects, or isolates. I arranged the indexable concepts from each subject statement into fundamental categories as defined by Ranganathan’s 5 fundamental categories. I reviewed the list of concepts after they were categorized and pulled out main facets and sub-facets from the list. I listed 6 main subject areas: Information Sources, Science, Geography, Education, Population, and Communications. The subjects Information Sources and Science contained the most isolates and facets. I chose the subject Information Sources because this category would be able to encompass the types of information sources, methods of acquiring information sources, the systems and processes associated with information sources, and what could be gathered and produced from information sources. I created the facet Institutions. This represented the places one could visit in order to acquire information sources. The two prominent institutions under this facet were Libraries and Archives. The sub-facet for Libraries was By Type because there were several kinds of libraries listed in the subject statements. Libraries would act as a Broader Term (BT) for the various kinds of libraries listed under it. As pulled from the subject statements, these libraries were Community College Libraries, Reference Libraries, School Libraries, Public Libraries, Academic Libraries, Children’s Libraries, and Digital Libraries. Based on the ERIC Thesaurus, I entered two Used For (UF) references for Academic Libraries—College Libraries and University Libraries—to direct users to the preferred term that encompassed both college and university libraries.Community College Libraries fell under Academic Libraries as a Narrower Term (NT). Children’s Libraries had Public Libraries and School Libraries as Related Terms (RT) because those types of libraries usually contain a separate children’s library. The other institution to locate information sources, Archives, was defined as RT for Academic Libraries and Public Libraries. The reason for this relationship was because these are the types of libraries where one may find archival material. In accordance to Subject Statement #8, one may find community newspapers archived in one’s local public library.

The next facet that I created was Operations. This referred to the processes involved with Information Sources. Most of the concepts listed under this facet are library-related. The operations identified from the subject statements were Cataloguing, Indexing, Classification, Inter-Library Loan, and Reference Services. In accordance with term selection guidelines, I eliminated the hyphen in Inter-Library Loan and renamed it as Interlibrary Loan, which was an acceptable alternate spelling. From this list, I began to construct relationships between terms. Cataloguing, Classification, and Indexing fell under the broader concept of the Organization of Information and were RTs for each other. Computerized Cataloguing was a NT because it was a specific type of Cataloguing. The Online Public Access Catalogue (OPAC) was assigned as an RT because it represented a source for information retrieval after items have been catalogued. There was no need to use the full term for OPAC because the thesaurus was meant for those who understood what OPAC stood for. Therefore, a Use reference was assigned for Online Public Access Catalogue to direct users to the preferred term OPAC. Cataloguing is associated with the concept of Metadata, which was assigned as an RT. The process of cataloguing creates "data about data." Library of Congress Classification fell under the BT, Classification Schemes, since it is one of several classification schemes used to catalogue items. Although Interlibrary Loan is also known as ILL, the abbreviation is not as widely used as the term OPAC. Hence, a Use reference was placed at the ILL entry to point users to the preferred term. As well, Interlibrary Loan was assigned as a NT for Document Delivery, the more general process of the transportation of materials. As indicated in the ASIS Thesaurus, I created a BT of Information and Library Operations for the concept of Reference Services. Since the phrase "reference and information services" was used in the subject statement (#12), I inserted a UF reference to that entry to direct users to the preferred term.

Information Sources could be defined by the Systems that present and retrieve information. The OPAC is one such system. The older and more outdated system of Catalogue Cards is the other system and was assigned under this facet. OPAC and Catalogue Cards are created through the process of Cataloguing and therefore were assigned as RTs. Two BTs were assigned to the term OPAC to construct a hierarchy, Bibliographic Databases and Online Databases. In turn, these two types of databases fell under the BT Databases. Term selection operates in a bottom-up manner, that is, a single-concept isolate is chosen and its broader terms are identified subsequently.

The End-products of seeking Information Sources were defined as Data, which acted as the BT for Metadata, Statistical Data, and Statistics. The facet Users were created to define Library Users and its BT Users. A Use reference was created for Information Users to point users to search under the more general term, Users. Library Users was also the preferred term over Library Patrons.

The subject area of Science produced the facets Types, Research, Analysis, and Personnel. Types of Science would encompass the area of Information Science as well as Library and Information Science, which acted as an NT. Terms relating to Research and Analysis as well as analytic methods were included. Personnel, or people who work in the field of Information Sciences, were terms as Information Workers. With regard to facet analysis, it was more problematic to classify more abstract concepts such as Information Science, because one would have to think of a general category that would describe various abstract concepts. In contrast, more concrete concepts such as Personnel was easy to identify and to place terms under.

Geography constituted a small yet important subject area. A few identifiers could be selected from the subject statements: Britain, Northern Alberta, Canada, and North America. From these terms, the facet Continents could be constructed with Europe and North America. Britain and Canada fell under the facet Countries, and Northern Alberta fell under Regions. This is a straightforward set of facets because it dealt with geographical locations, which did not require a detailed analysis.

Education was a subject area that contained many facets. Subject was a facet that included Language Arts, and History. Story Telling was a type of Language Arts and was thus assigned as an NT. Similarly, Library History was an NT of History. Theories of Education was another facet. It contained the concepts of Librarianship and Universal Design for Learning. Types of Education in the LIS context included Library Education, Library Instruction, and Library Public Services, a BT of Library Instruction. Educational Institutions included Educational Facilities, which was the BT for Learning Resource Centres; Media Centres, and Library School. Barriers to Education was also a facet. Concepts under this facet were Disabilities, and more specifically Physical Disabilities. Barriers was chosen as a facet in relation to the concept of the physically handicapped from the subject statements. Educational materials could be defined by Scholarly Publications, with NT Scholarly Journals. Story Telling and Story Time were concepts that fell under Methods in Education. The Recipients of Education included University Students, and the NT for that term was Undergraduate Students.

Population was also a small subject area. Concepts could be identified by Age Groups. The two terms pulled from the subject statements were Seniors and Toddlers. Seniors could be better described as Older Adults, and a Use reference was constructed. Older Adults would in turn fall under the BT Adults. Similarly, Toddlers was classified under the BT Young Children, which had a BT of Children. The term Parents was created and placed under the facet Roles because a user looking for young adults or storytelling materials may use the term as an entry point.

Communications was a subject area that contained concepts about data transfers. The obvious facet to create was Mediums, to represent the method in which data would be transferred. Audiovisual Materials was situated in this category, with the NT Video and RT Learning Resource Centres. News Media was another medium for data transfer.Its NTs were Newspapers and Community Newspapers to reflect terms found in the subject statements. The selection of Internet and World Wide Web-related terms stemmed from the concept of Web Sites and Web Site Design originating from the subject statements. The Internet was defined as an "international network of computer networks interconnected by routers or gateways and using the standard TCP/IP telecommunications protocol to transfer data" (ERIC Thesaurus) and was a medium for communications and data transmission. The facet Technology would define Internet Technology and Information Technology. DVD Technology, a concept extracted from the subject statements, was assigned as a NT under Information Technology, since it was defined as a type of information technology. There were terms under the facet Standards, which referred to standards for communication. These included the BT Standards, as well as its NT, Web Design Standards, which was specific to Web Site Design.