UNIT 1 BASICS OF CLASSIFICATION

Structure
1.0 Learning Outcomes
1.1 Introduction
1.2 Classification Basics
1.2.1 Meaning and Definition of Classification
1.2.2 Hierarchy in Classification

1.3 Knowledge Classification

1.4 Library Classification
1.4.1 Purpose of Library Classification
1.4.2 Approaches to Library Classification
1.4.3 Library Classification Schemes

1.5 Steps to Assigning Classification Numbers

1.5.1 Some Principles of Classification
1.5.2 Some Useful Videos to Classification

1.6 Uses and Limitations of Library Classification

1.6.1 Uses of Classification in Electronic Environment
1.6.2 Limitations of Classification

1.7 Summary
1.8 Answers to Self Check Exercises
1.9 Keywords
1.10 References and Further Reading

1.0 LEARNING OUTCOMES

After reading this Unit, you will be able to:
 define classification and know its various meanings;
 understand the basic concepts of classification;
 explain the need of classification;
 describe how classification is done in libraries;
 discuss the various library classification systems in brief; and
 discuss the limitations of classification.

1.1 INTRODUCTION
Classification is something that we all do intuitively in our daily life and see around us
lots of examples that illustrate classification. We classify animals, plants, birds, languages
and many other entities into groups based on what is common in them. For example, in
a grocery store frozen foods and canned foods are found in separate areas; in a mall
electrical goods and cooking goods are kept in separate areas. We group like things
7
Classification together so that it is easier to find. This Unit deals with library classification. It addresses
the subject in greater detail from the library perspective, describing the fundamental
approaches to library classification, its need and purpose in a library, various classification
systems in use in libraries world over, and the steps to assigning classification numbers
in a library, and the uses and limitations of library classification.

1.2 CLASSIFICATION BASICS

Classification is simply the process of bringing in order in a chaos; categorisation is
done for bringing in order, separating like things from the unlike ones. For categorisation
of items some sort of characteristic is applied like age, gender, language, religion,
educational qualification, etc. The sorted things are further collected in groups. For
example, we see lot of chaos in the following example:
Mercury Truck Lily Pea Venus Taxi Apple Onion Marigold Potato Banana Rose
Train Mars Orange Earth Cabbage Grapes Ship Pear Lotus Saturn Radish
Papaya Metro Carrot Daisy Pansy Neptune Aeroplane Cauliflower Mango
Bus Uranus Sunflower
This is because the items in the above example form a heterogeneous group. However,
some order can be brought by sorting items according to characteristics common to the
items. For instance, when we separate like things from the unlike ones we get the items
separated into following different groups.

Mercury Truck Lily Apple Pea

Venus Taxi Marigold Banana Onion
Mars Train Rose Orange Potato
Earth Ship Lotus Grapes Cabbage
Saturn Aeroplane Daisy Pear Radish
Neptune Bus Pansy Papaya Carrot
Uranus Metro Sunflower Mango Cauliflower

You may see that the order in the above example is the result of sorting things into likes
and dislikes according to some characteristic of division like planets, mode of transport,
flowers, fruits, vegetables. Thus classification is an attempt to bring order in chaos. This
illustrates that classification helps to organise and simplify the world around us.
Classification in a simple sense represents groups, for example Indians, Japanese,
Chinese, African, etc.
A fruit seller sorts his fruits into categories, say, oranges, apples, grapes, and so on.
Further each group, say, of apples is further sorted into varieties, Kashmiri apples,
Simla apples, Golden apples, Green apples, etc. An astute vendor may further sort
each species by quality and price. At every step of sorting a new characteristic is applied.
In this case, at the first level grouping, the characteristic applied is ‘species’. In the
second level of sorting, two characteristics have been applied: ‘place and colour’. For
further categorisation or sorting, ‘quality and price’ characteristics are applied. Take
another example; all the IGNOU students both male and female, belonging to various
religious and caste groups, coming from different states or regions, speaking different
languages, and having different political ideologies have one characteristic in common;
it is that they all are IGNOU students. In classification, a class can be of any size or it
may even have just a single entity. All Indians make one class. Similarly, all Christians
8 make another class, Roman Catholics make yet another class, Indian Roman Catholics
make yet another class, or Keralite Roman Catholics may make yet another class. A Basics of Classification
family is a class. There seems to be no end to making classes and subclasses of people
and various other entities.
Ordering (Arranging Items)
After grouping of items comes the process of ordering. Suppose you have six members
in your family. If you arrange their names alphabetically that will be ordering, that means
you have put them in a particular order. Ordering is very vital, we arrange all books,
periodicals, etc. in a library in a particular order.
Classification discovers relation between entities. All the members of a group are related
to one another by some common characteristic. When we admit a member into a group
it is because he has something in common with the group. For example, a book on
microchemistry is admitted into the broader group ‘chemistry’. Here, the common factor
is chemistry.
Classification removes chaos and brings in order. Imagine what will happen if students
of a school gather in a field for physical exercise without any order. There will be a total
chaos. Finding a particular student will be extremely difficult. The moment they are
asked to stand in lines according to their classes, immediately, there will be order, and
it will be easy to locate any student.

1.2.1 Meaning and Definition of Classification

According to Oxford English Dictionary classification is, “the action of classifying or
arranging in classes, according to common characteristics or affinities; assignment to
the proper class”.
The Longman Dictionary of the English Language defines classification as,
“systematic arrangement in groups or categories according to established criteria”.
The New International Webster’s Comprehensive Dictionary of the English
Language describes classification as, “the act, process or result of classifying”.

1.2.2 Hierarchy in Classification

Typically in a classification items are arranged in a hierarchical tree structure (like
classification systems used in biology). A group is divided or a member is included into
a group on the basis of some common characteristic. A characteristic is an attribute,
quality or property of an entity which relates it with or separates it from a group. For
example, a group of people may be divided into males and females. Here ‘gender’ is
the common characteristic of division. We may divide all students of a university into
undergraduate, postgraduate and M Phil/PhD students. Here in such a grouping the
level of education is the common characteristic of division. Books in a library are divided
and then arranged on the basis of their subject content. Thus a characteristic of division
is the common subject. Successive application of useful and relevant characteristics
produces deeper and finer tree like classification.
Genus-Species Relation
Logically, a class or a group of items sharing a common characteristic is technically
called a genus. The common characteristic is the differentiating factor to produce species.
We may state that ‘genus’ + ‘differentiating factor’ = ‘species’
For example, tables + material = glass tables, wooden tables, plastic tables, metallic
tables, etc. 9
Classification Here material type is the common characteristic to divide a group of tables. In this case
table is genus, ‘material’ is the differentiating factor, and ‘glass table’, and ‘wooden
table’, etc. are species of tables.
Given below is an example of ‘division by dichotomy’, which means dividing into parts
in each case.
Division by Dichotomy
Universe of Entities

Living Non-Living

Plants Animals

Vertebrates Invertebrates

Humans Animals
(having
backbone)
Males Females

Children Adults

Young Old

Fig1.1

This method however is artificial, as every phenomenon is not dichotomous in the

universe. There are many shades between white and black. The modern method of
classification is to divide by genus-species, or by whole-part relation.
Let us apply genus-species relation to science by applying characteristics

10
 Knowledge Basics of Classification

Science & Humanities Social Sciences

Technology

Natural Sciences Biosciences Earth Sciences

Plants Sciences Animal Sciences

Take another example World

Asia Africa Europe Etc.

South West Central Etc.

Asia Asia Asia

India Pakistan Afghanistan Etc.

J&K Himachal Punjab Etc.

Fig1.2

We proceed from broader to narrower classes by applying some common characteristics

to get tree like classification. Quality and mode of application of these chosen
characteristics are very important.

11
Classification Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit.
1) Give some examples of classification from your daily life.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................

1.3 KNOWLEDGE CLASSIFICATION

Classification and categorisation of knowledge per se is knowledge classification. From
time to time philosophers, scientists, educationists and the likes have formally made
attempts to categorise the entire human knowledge to outline its boundaries and show
the structure of knowledge. For example, Vedas (1500 BC) divided knowledge into
four categories in the order: Dharma, Artha, Karma, and Moksha. The great philosopher
Aristotle divided the entire knowledge into various categories. Classification of
knowledge is essential for its simplification, understanding and progress. For example,
a new idea or a discovered fact gets related and integrated with the existing knowledge
with the passage of time. This is also a process by which information is upgraded to
knowledge. Therefore, it has aptly been said that all knowledge is classification.

1.4 LIBRARY CLASSIFICATION

Why do we need classification in libraries? In knowledge classification we deal with the
organisation of knowledge ideas and objects in a systematic way whereas in library
classification we deal with physical documents with the purpose of arranging them in a
helpful order on the shelves. The main purpose of library classification is to bring related
items together.
The goal of classification in libraries is primarily to arrange books on the shelves and
making entries in catalogue or index. Classification is the key to open access system. In
computerised systems it is used for coding of entries. The most useful and helpful way
of arranging books in the libraries is by subject.
Sayers defined library classification as “the arrangement of books on shelves, or
description of them, in the manner which is most useful to those who read.”
In library classification a class number is assigned to each and every document by using
a classification scheme. This class number represents the specific subject of that book
in an artificial language. In this way classification may be understood as a tool to translate
the subject of the document from its natural language to artificial language.

1.4.1 Purpose of Library Classification

 To organise books, documents on library shelves in a systematic order, bring
books on the same topic in close proximity to each other according to a classification
scheme;
 To provide a known location to documents in a library where they are shelved;
12
 To facilitate subject access to enable users to browse, identify and locate what Basics of Classification
works or documents a library has on a certain subject;
 To quickly retrieve documents from among thousands of items in the collection
and to replace documents to their original physical positions after use;
 Library being a service oriented organisation, classification is a tool that is employed
to increase the utility of library material;
 Proper physical arrangement of books in shelve saves the time of users as well as
of the staff.
 Arrangement of books by call number provides an exhaustive view of the collection
of a library on a particular subject.

1.4.2 Approaches to Library Classification

Melvil Dewey (1851-1931) designed Decimal Classification which divided knowledge
by academic disciplines of study and used decimal notation to denote subjects. It provides
almost infinite capacity for expansion and insertion of new subjects at proper places.
Ever since then libraries classify books predominantly on the basis of subject content in
the book. Thus library classification refers to knowledge classification as applied to
books in libraries. In other words library classification is applied knowledge classification.
Therefore, documents in libraries are arranged by subject though different types of
collections may be arranged in different ways. For example, government documents,
patents or standards may be arranged by their own official codes. Current periodicals
are usually arranged alphabetically by titles. Maps, CDs, pamphlets, photographs indeed
require different and separate arrangements.

1.4.3 Library Classification Schemes

The standard systems (or schemes) of library classification in use have been developed
using following approaches to knowledge classification
 Enumerative: assigning numbers to subject headings in alphabetical order;
Enumerative systems are readymade, long and systematic lists of subjects along
with their class numbers. These are also known as ‘mark and park’ systems.
 Hierarchical: dividing the subject hierarchically from most general to most specific
 Faceted analytico synthetic: dividing the subject into mutually exclusive facets and
providing mechanism to assemble them according to the subject of the document.
Nothing is readymade in faceted system. One has to construct a class number
according to the subject and characteristics of the document.
There are many living standards library classification systems used all over the world.
 Dewey Decimal Classification (DDC, 1876+)
 Universal Decimal classification (UDC, 1895+)
 Library of Congress Classification (LCC, 1902+)
 Colon Classification (CC, 1933+)
 Bliss’ Bibliographic Classification (1st ed, 1940 and 1953)
The most common systems of classification used world over are ‘Dewey Decimal
Classification’, ‘Universal Decimal Classification’ and ‘Library of Congress 13
Classification Classification’. These are essentially enumerative, though with some hierarchical and
faceted elements (more so for DDC), especially at the broadest and most general level.
Colon Classification is the first true faceted system developed by S. R. Ranganathan. In
India DDC, UDC and the CC are the most used classification systems.

1.5 STEPS TO ASSIGINING CLASSIFICATION

NUMBERS
Classification is merely the process of assigning a topical classification number to a
book, document. Two things are very essential in classification i.e. analysis and synthesis.
A classifier first analyses the subject into different facets and then synthesise them.
Subject analysis is an intellectual work and like diagnosing the real contents and after
that notation is assigned to that subject by using the classification scheme. A classifier is
free to use any reference tools and sometimes consult any subject experts in the subject
analysis process. A good book is there to help the classifiers in their work W.S. Merrill:
Code for Classifiers: Principles governing the consistent placing of books in a system of
classification. Chicago: ALA, 1969.
Classification involves three major steps which are: ascertain subject content of the
book, assign classification number.
Step 1: Ascertain the Subject of the Book
To do this one must first decide what the book is about (intellectual or subject content).
The book must be examined carefully for the purpose and to get all aspects of the topic
covered in the document. Every beginner has a notion that the ‘title’ of a book is the
sole and reliable indicator of the subject treated in it. This is a myth. Many a times the
title itself is misleading; as such it becomes risky to depend solely on the title to know
the exact subject of the book. So along with title the classifier must always look into
subtitle, book jacket, and content page. If the classifier is still not able to determine the
subject of the book from its cover page and content page, then s/he will need to take
help from a reference source available in the library. Apart from these, s/he may consult
catalogue records of that library as well as of other libraries, also online catalogues. It
is like taking help from the experienced colleagues.
Follow following steps when ascertaining subject content of a book:
 Examine the book/document carefully for subject analysis;
 Identify the topic or topics treated in the book as well as all aspects of the topic;
 If there are more than one topic treated in the book decide the main topic;
 The topic which best describes the subject of the book and which a user is most
likely to search should be identified;
 Identify the main class of the topic treated in the book. This main class will guide
the physical location of the book in the stack area;
 After subject analysis the other thing which needs classifier’s consideration is place,
time and form of the document; and
 The other important aspect to examine is whether the book is meant for a specific
category of users.

14
Step 2: Ascertain the Discipline of the Book Basics of Classification

After determining the subject, select the proper discipline, or field of study, of the book.
You may take the help from the Relative Index or consult an expert in the subject. The
guiding principle of the DDC is to class a work in the discipline for which it is intended,
rather than the discipline from which the work derives. For example, a work on Internet
for libraries should be classed in library science, not computer science, along with other
works on Internet based library services.
Step 3: Assign Classification Number
For assigning a number to the subject identified in Step 1 you need a tool called
Classification Scheme (also called Classification System). A basic familiarity with the
classification system in use in a library is vital to classify books, documents and assign
them a class number. In Section 1.4.3 of this Unit, you learnt that a number of schemes
are available for number building. It is the duty and responsibility of the library
administration to decide which one classification scheme to use for document
classification in a library. While taking decision on this matter, it is important to take into
consideration the following points:
 What is the size and subject of the collection
 What is the nature of the collection
 Who are users of the collection
 Revision policy of the scheme to be selected
Number building according to ‘Dewey Decimal Classification’ is discussed in detail in
the Unit 2 of this course. DDC is an enumerative scheme of classification. In the
enumerative scheme of classification the starting point is to consult the index and before
proceeding to the pinpointed location in the schedules. But remember not to rely solely
on index alone. In DDC you need not to worry much about simple subjects as they are
taken directly from the schedule. DDC provides summaries of the schedules which will
help you to understand and familiarise with the broad structure of the scheme. The
DDC is also hierarchical number system that organises the whole universe of knowledge
into main classes. In general, main class is the highest level of classification in the universe
of knowledge. It is the broadest possible subject area of knowledge division. The main
classes in DDC are shown in the table below. What body of knowledge will constitute
a main class will however vary from one classification scheme to another. For example,
in UDC the main classes of universe of knowledge are Physics, Chemistry, Agriculture,
Medicine, History, Literature, Biology, Law, Education, Engineering, and many others.

Dewey Decimal Classification Scheme

000 – Generalities 500 - Natural sciences and mathematics
100 - Philosophy, parapsychology 600 - Technology (applied sciences)
and occultism, psychology
200 – Religion 700 - Arts (fine and decorative arts)
300 - Social sciences 800 - Literature (belles-lettres) and rhetoric
400 - 900 - Geography, history, and auxiliary
disciplines

15
Classification 1.5.1 Some Principles of Classification
Dealing with simple subjects (simple branches of knowledge) is easy but the problem
arises when dealing with compound and complex subjects (dealing with two or more
branches of knowledge). In DDC for these purposes different types of notes and
instructions are provided. Apart from this the following are some of the general principles
to be kept in mind while assigning classification numbers.
 Class an item dealing with a complex subject first according to the subject, then by
the form in which the subject is represented, except in the generalia class and in
literature, where form might be paramount. For example ‘Periodicals of Physics’.
In this case physics is the subject and periodical is form.
 Class an item dealing with a compound subject where it will be most useful. For
example a book on ‘Application of Computers in Libraries’ is more useful to
library science professionals, not computer science students; it should therefore
be classed under ‘library science’. Similarly a book entitled ‘History of
Mathematics’ deals with Mathematics, not History; it should be classed under
‘Mathematics’
 Place an item dealing with a complex subject in a class that is co-extensive the
subject treated in the book. For example ‘History of Mughals’ can be classed
under ‘History’, ‘History of India’, ‘History of Mughals’ or ‘History of Mughals in
India’. The best option is to class this book under ‘History of Mughals in India.
 When a book/document deals with two or three subjects, place it under the subject
treated more predominantly in the book or else under the subject treated first.
 When a book deals with more than three subjects, place it in the general class that
combines all of them. For example a book dealing with ‘Influence of Sanskrit
Literature on Hindi’ may be classed under Hindi Literature as it being the
predominant subject.
 In dealing with some of the difficult subjects for examples biographies, place the
item under the subject field of the person given in the biography unless you have
developed a collection under the subject ‘biographies’.
 Similarly another problem arises when dealing with persons who made significant
contribution in different fields, born in one country and worked in another, life
spanned in more than one century. In such cases, classifier will take decision
keeping in view the requirements of the users but whatsoever decision will be
taken it will be followed every time for consistency and uniformity which is also an
important feature in classification.

1.5.2 Some Useful Videos to Classification

The students may visit following web links for videos to classification:
Dewey Decimal Classification Part-1
http://www.youtube.com/watch?v=0vTHR-gbEwE&feature=relmfu(Accessed on 05/
04/13)
Dewey Decimal Classification Part-2
http://www.youtube.com/watch?v=wAVWZTHyG9Q&feature=relmfu(Accessed on
05/04/13)
16
Dewey Decimal Classification Part-3: Literature Class http://www.youtube.com/ Basics of Classification
watch?v=j24LWlrzYQ4&feature=relmfu(Accessed on 05/04/13)
Dewey Decimal Classification Part-4: Language Class http://www.youtube.com/
watch?v=69whWyCHLnU&feature=fvwrel (Accessed on 05/04/13)
Dewey Decimal Classification Part-5: Use of Table 4 and 6 http://www.youtube.com/
watch?v=_38oVkYHmuc&feature=relmfu (Accessed on 05/04/13)
Dewey Decimal Classification Part-6: Use of Table 1 http://www.youtube.com/
watch?v=6rmQA5JmnEQ&feature=relmfu (Accessed on 05/04/13)
Dewey Decimal Classification Part-7: Use of Table 5 and 7 http://www.youtube.com/
watch?v=qIL8EGxB55Q&feature=relmfu (Accessed on 05/04/13)
Dewey Decimal Classification Part-8: Synthesis of Notation http://www.youtube.com/
watch?v=pVMjuTAX7H0&feature=plcp (Accessed on 05/04/13)

1.6 USES AND LIMITATIONS OF LIBRARY

CLASSIFICATION
Classification is a vital tool for access to books and collections in particular for self
learning in an open access system. It supports all other library services too. In a library,
classification acts like a skeleton in a human body on which all of the body organs and
functions rest. It maps library collection by subject, serves library management functions
and helps in knowledge creation. Without classified resources, a library is nothing but
an unorganised dump of books. Libraries need classification for realising full value of
library resources. Some of the prominent uses of classifications are enumerated as
follows:
 Classification is a tool for systematic arrangement of books in a collection. It
brings books on the same subject together, arranges them in a systematic order,
from general to specific topics, and makes it simpler for patrons to browse
collections topic wise at one place.
 Browsing is to look at library collections without any specific purpose – a sort of
window shopping books and other reading material. Browsing is a scholarly habit
of value and importance which at times leads to serendipity - accidental discovery
of long-needed and valuable information. Classification facilitates browsing
books by subject.
 Classification is a tool to trace books in library stacks and replace them back after
use. It is also used for preparing shelf lists.
 It has been claimed that a library classification serves three functions, namely,
cognitive: to represent the structure of knowledge into subjects and their classes
and design thesauri and ontologies. Many library classifications, e.g.,
Ranganathan’s CC, Bliss’ BC and BSO have emphasised this function;
information retrieval: classification is the basis of all information retrieval
systems and methods both in manual and electronic environments; and
shelf arrangement.
 Many bibliographies, catalogues, etc. are organised in classified order for better
use. UDC was created to arrange entries in a universal bibliography. 17
Classification  Invoking facet analysis approach to analyse user’s queries in reference interviews
provides a better insight into planning and re-building new approaches to library
services.
 Classification is useful for arrangement of circulation records, building a balanced
collection of documents in a library. It is better known as collection editing.

1.6.1 Uses of Classification in Electronic Environment

Classification as a tool is also used to arrange and retrieve records in electronic
databases. Online Public Access Catalogues (OPACs) functions far better when class
numbers are provided as access point. Many search engines like Yahoo, Google,
AltaVista use conventional classification systems such as the DDC, UDC, LCC to
organise information on the world wide web (WWW). Eccellio (http://
science.eccellio.com) search engine uses faceted classification for returning precise
information. In the web environment, Professor Lois Mai Chan identified at least seven
functions which require use of classification. These are location, browsing, hierarchical
searching, retrieval, identification, sub-grouping (partitioning) and profiling. Given these
developments, classification is aptly called as mathematics of librarianship. While a
‘book’ is said to be the foundation of a library but classification is hailed as the foundation
of librarianship. No wonder that in the electronic information era, we are witnessing the
second golden age of classification.

1.6.2 Limitations of Classification

None of the man-made classification systems is absolute; classification systems are not
permanent and they need to undergo revisions, changes from time to time. Man has
devised several types of classifications serving various purposes. But none is either
absolutely good or absolutely bad. Depending upon the purpose each serves, some are
useful, while others fail to satisfy the needs of all the users in all types of libraries. A
classification system may serve needs of majority of users in one type of library, it may
not be so true in another specialised library; another library with more specialised needs
may need different arrangements for knowledge organisation. Classification, especially
the library classification has many limitations and problems like as follows:
 It is subjective in approach, for example two classifiers may differ widely in the
classification of a given book, and a single classifier may class a given book
differently at different times.
 No single classification system can comprehensively represent in totality all the
subjects dealt with in a book, in particular in books which deal with more than one
subject at a time.
 In library classification, it is only the subject treated predominantly in a book is
represented in the class number. For example, in a textbook covering both algebra
and geometry either it is placed under algebra or under geometry, not both. The
point to understand is that the other subject is not represented by the class number,
and such a work may remain hidden from needy users.
 Books on a very broad topic such as “Family” can be placed under several different
main classes such as ethics, sociology, anthropology, social welfare, or medicine.
This sort of classification ultimately leads to information scattering. Therefore, at
times classification scatters more than what it reveals and collocates.
 The universe of subjects is ever expanding; hence classification schemes need
18 regular updating.
Any single classification system cannot satisfy all users always as their individual needs Basics of Classification
are wide and varying. Classification systems are not developed based on surveys covering
needs of all library users. Every entity has multiple dimensions. For instance, a man is a
father and a son at the same time, an uncle and brother to someone; he is both a Hindu
and a businessman. Where to classify him is always an issue. Nevertheless, neither is
there any escape from such issues nor is there any substitute to it in libraries. In libraries,
we have to work with imperfect tools.
Points to Remember
* The first act of classification is grouping as it brings related concepts together.
* Classification makes searching more convenient to the users.
* Classification maps a library collection.
* It brings all material related to a subject at one place.
* Makes library organised and helps in easy information retrieval.
* Satisfies the subject approach of the users.
* Enumerative scheme tries to list all the possible classes.
* Analytico-synthetic-scheme allows the classifier to build numbers for compound
classes.
* It helps in the effective working of OPAC’s.
Self Check Exercise
Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
2) State the uses of classification in a library.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
3) Name two major library classification systems.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
4) Write True or False
a. No man-made classification is absolute.
b. In earlier time books are arranged according to their colour and size.
c. A special subject classification covers the whole universe of knowledge.
d. Classification can also be used to design thesaurus and ontologies.
e. OPAC does not work well with class numbers. 19
Classification 5) Identify three different approaches of a user.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................

1.7 SUMMARY
Knowledge classification is used to organise books, databases and other reading material
both in print and electronic form. Classification is a tool for making library useful to
users, increasing the utility of library material, and providing an exhaustive view of the
collections of a library by subject. Classification facilitates subject access; it helps
identify what books a library has on a subject, where to stack them and how to locate
them in a library. This Unit has provided a brief introduction to basics of knowledge
classification, concepts of library classification and of the hierarchical approach to
classification. It introduced to you various library classification systems in use world
over, in particular the Dewey Decimal Classification system. It described steps to
assigning classification numbers to books and other items in a library. It also illustrated
the uses of library classification both in print and electronic media. In computerised
databases and network information searches classification has found new uses.
Classification has become the basis of all library services and hence it may not be
wrong to describe it as the foundation study of librarianship. Nevertheless, classification
has its own limitations.

1.8 ANSWERS TO SELF CHECK EXERCISES

1) Classification is a universal phenomenon. It is an activity that goes on every moment
in every act of life and society. In an orderly house things are kept in a classified
manner. A housewife arranges her kitchen, according to items of eating (i.e. cooked
food), types of utensils, items of cleaning, etc. A lady tries to match her hand bag
or her wrist watch with the colour of her dress. It is also classification. A shopkeeper
arranges his goods in an ordered manner. As a result you find various types of rice
in one place, pulses at another place, and spices at still another place and so on. If
you observe carefully, you will find that he has arranged the things roughly in
classified sequence, Arrangement, grouping and pairing involve some classification.
2) Classification is basic to a library. A collection of books which is not classified
cannot be called a library. It brings at one place all the books on a given narrow
topic which helps in easy location and browsing. It arranges books in a pedagogical
order which is useful for self-learners. It also arranges records in catalogues and
bibliographies. It helps in building a balanced collection. Its methods are useful in
reference service. It can be very useful in searching electronic data bases and
Web. It is rightly said that it is the foundation of librarianship.
3) DDC and UDC
4) a. True
b. True
c. False
d. True
20 e. False
5) The main approaches through which a user can search her/his document is by Basics of Classification
subject, author and title.

1.9 KEYWORDS
Browsing : A habit of scholars to scan the book stacks of a
library without any specific purpose. It results in
serendipitous findings.
Characteristic : It is basis or criterion of division or grouping. If a
group is divided into Hindus, Muslims, Christians,
Sikhs then religion is the characteristic. Quality
of the characteristic will determine the quality and
aptness of classification.
Class : A set of entities having at least one characteristic
in common. A class can be small or big, even
very big.
Classifier : A person who classifies books in a library by
operating a classification system.
Classificationist : A person who designs a classification system.
Classification : It is a process of grouping entities on the basis
of likeness or some underlying relation.
Ultimately, classification is organisation and co-
relation. It is grouping, selecting, sorting, ordering,
tabulating, ranking, mapping, preparing
classificat ion schedules and operat ing
classification systems.
Entity : A thing that has definite, individual existence
outside or within the mind; anything real in itself.
Enumerative
Classification : It is a systematic list of subjects of the past and
present along with their class numbers.
Faceted Classification : It divides knowledge into concepts and
categories to be assembled according to rule as
per the requirement of the subjects.
Genus and Species : Genus is any original universe to be divided into
species on the basis o some characteristics.
These are relative terms. A father is a genus for
the children; when children become father/mother
they will be genus for their own children.
Knowledge Classification : The process of outlining, structuring and mapping
the entire universe of knowledge or some part of
it. It helps to study the nature and growth of
knowledge. It is also the basis of modern library
classification.

21
Classification Library Classification : Arrangement of books and other reading material
of a library in a way useful to the users. It is
knowledge classification as applied to books and
other documents.
Universe of Knowledge : Refers to the entire corpus of knowledge known
to mankind

1.10 REFERENCES AND FURTHER

READING
Bately, Sue. Classification in Theory and Practice. Oxford: Chandos, 2005. Print.
Broughton, Vanda. Essential Classification. London: Facet, 2004. Print.
Chan, Lois Mai. Cataloguing and Classification: an Introduction. 3rd ed. Lanham,
MD: The Scarecrow Press, 2007. 309-314. Print.
Hunter, Eric.J. Classification Made Simple. London: Clive Bingley, 1998. Print.
Krishan Kumar. Theory of Classification. New Delhi: Vikas, 1989. Print
Philip, H.W. A Primer of Book Classification. 5th ed. London: AAL, 1961. 9-20.
Print.
Ranganathan, S.R. Elements of Library Classification. New Delhi: UBS, 1989. Print.
---. Prolegomena to Library Classification. 3rd ed. Bombay: Asia, 1967.Print.
Satija, M.P. “Classification: An Essay in Terminology”. Knowledge Organisation.
27.4(2000): 221-229. Print.
---. “Classification: some Fundamentals some Myths”. Knowledge Organisation 25.1-
2(1998): 32-35.Print.
---. A Dictionary of Knowledge Organization. Amritsar: Guru Nanak Dev University,
2004.35-36. Print.
---. “Users Interest Classification: Guest Editorial”. SRELS Journal of Information
Management 46.4(2009):353-354. Print.
Wynar, Bohdan S. Introduction to Cataloguing and Classification. 7th ed. Colorado:
Libraries Unlimited, 1985. Print.

22
UNIT 2 CLASSIFYING DOCUMENTS USING
DDC
Structure
2.0 Learning Outcomes
2.1 Introduction
2.2 Structure of the DDC-19th Edition
2.2.1 Vol.1 Introduction and Tables
2.2.2 Vol.2 Schedules

2.3 Basic Plan and Structure

2.4 Further Divisions
2.5 Decimal Numbers
2.6 Subject Analysis
2.7 Locating the Appropriate Number
2.8 Number Building
2.8.1 Number Building with “Add to….” Instruction
2.8.2 Adding a Part of a Number

2.9 Use of Tables

2.9.1 Table 1: Standard Subdivisions
2.9.2 Table 2: Areas
2.9.3 Table 3: Subdivisions for Individual Literatures
2.9.4 Table 4: Subdivisions of Individual Languages

2.10 The Relative Index

2.10.1 Structure

2.11 Summary
2.12 Answers to Self Check Exercises
2.13 Keywords
2.14 References and Further Reading

2.0 LEARNING OUTCOMES

By reading and practicing this Unit, you will be able to:
 learn about the history of the DDC in brief and its various versions;
 learn about the layout of the text of three the volumes of the DDC-19 (1979);
 get knowledge about the structure of knowledge as represented in the DDC system;
 acquire skills to do subject analysis of the documents for classification;
 assign the appropriate class number to a document;
 construct class number for a document, if so desired;
23
Classification  learn about the use of auxiliary tables to further supplement a class number; and
 learn how to use the Relative Index to locate a number in the schedules.

2.1 INTRODUCTION
The Dewey Decimal Classification (popularly known as DDC) was first published in
1876 in the USA by Melvil Dewey (1851-1931). Now it is one of the most popular
classification systems for systematic arrangement of books and other documents by
subject in libraries. It is now in use in over two lakh libraries spread over 150 countries
of the world. It is also a useful system for organising information in electronic databases
and on the Web. It has since been translated into about 25 languages of the world
including Hindi.
Versions and Editions
Since its first publication in 1876, DDC has been constantly revised and updated to
incorporate new knowledge in line with ongoing advances in classification theory and
also the changing needs of library users. The 23rd edition published in 2011 by the
OCLC, Dublin Ohio, USA is the current edition of the DDC. The online version of the
DDC, known as WebDewey, is also available to subscribers at www.oclc.org/Dewey.
The online version is ever up-to-date and has many more features its print version.
Abridged Dewey
Both the print and electronic versions are also available in one volume Abridged Dewey
edition. At present the 14th edition (2004) of the Abridged Dewey is available. Its 15th
edition is due shortly. The abridged version is more suitable for small public and school
libraries. It is also useful for teaching the DDC system and for organising practical work
in classification. In this Unit we shall explain the working of the 19th edition of the DDC
published in 1979.
Activity: Visit a few libraries near your place and find out the edition of DDC being
used by them.

2.2 STRUCTURE OF THE DDC-19TH EDITION

Its bibliographical details are:
Dewey, Melvil: The Dewey Decimal Classification and the Relative Index -
19th ed/edited by Benjamin A. Custer. Albany, N.Y: The Forest Press, 1979. 3v.
Its Indian reprint published by the UBSPD, New Delhi is also available in India. The
details about DDC in three volumes are as follows:
2.2.1 Vol.1 Introduction and Tables
This volume runs into 482 pages. It provides brief history of the DDC, management
and technical aspects of the classifications schedules. Its major function is to provide
instructions how to use the DDC. It serves as a sort of operational manual. It also
contains the seven auxiliary tables to supplement the basic numbers given the Volume 2.
2.2.2 Vol.2 Schedules
The volume runs into 1574 pages. It comprises schedules which list subjects and their
corresponding decimal numbers in the order of 001-999. The schedules list notation
for top level ten main classes of the DDC and all their subdivisions. It systematically lists
24
names of subjects and their corresponding class numbers in decimal notation. Most of Classifying Documents
Using DDC
the entries contain notes and instructions. Volume 3 is the relative index and it has been
discussed latter in the Unit.

2.3 BASIC PLAN AND STRUCTURE

The DDC is a general practical classification tool to classify all kinds of documents on
any subjects in all types of libraries. It divides the entire universe of knowledge into ten
main classes (MCs), each denoted by three decimal digits:

000 Generalia 500 Pure Sciences

100 Philosophy and 600 Technology
Psychology
200 Religion 700 Arts
300 Social Sciences 800 Literature
400 Languages 900 Geography and
History

Each of these ten MC has been further divided into ten divisions. Thus there are 100
divisions in all. This is also called the second summary of the DDC. For example, the
ten divisions of the MC 600 Technology are:
600 Technology 650 Management
610 Medical Science 660 Chemical Engineering
620 Engineering 670 Manufacture
630 Agriculture 680 Manufacturing for
Specific Use
640 Home Sciences 690 Buildings

Further each of the 100 divisions of the DDC is subdivided into ten sections. For
example, the ten sections of the Division 610 Medical sciences are:
610 Medical Sciences 615 Pharmacology
611 Human Anatomy 616 Diseases
612 Human Physiology 617 Surgery
613 General, Personal 618 Other Branches of
Hygiene Medicine
614 Public Health 619 Experimental Medicine

Thus these are 100X10=1000 sections in all. This is known as Third Summary of the
DDC.

2.4 FURTHER DIVISIONS

Continuing further, each decimal divisions can be subdivided hierarchically into
subsections and sub-subsections and further, e.g.
614.1 Forensic Medicine
614.4 Incidence….control of diseases
614.5 Incidence…. control of specific diseases
614.6 Disposal of the dead 25
Classification Such a division can be carried out to any feasible depth, e.g.
614.5 Incidence ….kinds of diseases
614.51 Salmonella infections….influenza
614.511 Salmonella infections
614.5112Typhoid fever

2.5 DECIMAL NUMBERS

All the Indic numerals used in the DDC are decimal numbers as distinguished from
whole numbers 1,2,3,9,10,11,12 etc. But the decimal point has not been shown. Decimal
figure is always less than one. The dot after the third digit is a break, a sort of a pause;
it is not a decimal dot. It has no value. It is a pause to make a number easy to remember.
The use of decimal notation in library classification was a great discovery and now
every classification system uses it. With it, it is easy to show hierarchy of subjects and
add new subjects at proper places.
Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit.
1) Write the mathematical properties of decimal fractions.
........................................................................................................................

........................................................................................................................
........................................................................................................................
........................................................................................................................

2.6 SUBJECT ANALYSIS

Subject analysis is a pre-requisite before assigning a class number to a document. This
is to determine the exact subject of the document by reading the title, subtitle, and table
of content, preface and “about the book”. Most of the time title indicates the subject.
But the classical wisdom says “Never classify by the title alone”. Go beyond it. Sometimes
a classifier has to consult an expert to determine the exact subject. Titles area is also
misleading sometimes. For example, a book “History of India” is only the history of
modern period; and a book “Shakespeare” is the biography of the bard – a professional
poet. So before classifying the full title of a book should be constructed mentally.

2.7 LOCATING THE APPROPRIATE NUMBER

Once the exact subject of the document has been determined the next step is to locate
the correct class number of the book in the schedule. The schedule literally means a list.
The schedule is lengthy, mazy and crammed with subjects and their decimal numbers.
Yet it is not difficult to locate the desired number. We have to proceed systematically
making our way through the three summaries. For example, let us assign class number
to a book “A history of the Moughals in India”. Let us proceed as follows:
It belongs to the main class History (First Summary) 900
26
Then it belongs to History of Asia(Second Summary) 950
Then it belongs to History of India(Third Summary) 954 Classifying Documents
Using DDC
Now we shift our search to the schedules, Volume 2. Section numbers are always
written at right top of every page of the schedules. By scanning sections we reach the
section 954. There we see that Muslim Period, Indian history is 954.02, further Moughal
period is 954.025. That is the desired number.
Let us take another example “Anatomy of human lungs” .We know that lungs are a part
of the respiratory system. It is Medical science and Medical science is a part of
Technology 600 in the DDC. Further this title belongs to 611 Anatomy. This we know
by scanning the three summaries one by one. On reaching 611 we shift our search to
the schedules in Volume 2. The section 611 and its subdivisions are on page 829.
Looking at the summary of 611.2 (page 830) we find lungs enumerated at 611.24. It is
our correct number. All the books on human lungs will bear this number and thus all
similar books will come together. To classify properly we must know the structure of
the DDC and some modest knowledge of the subject.
Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit.
2) Make a photocopy of the Second Summary and commit to memory as many of
the 100 Divisions as possible. It will be of great use to you while classifying books.
Write any 20 numbers and their corresponding subjects.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................

2.8 NUMBER BUILDING

The DDC is a list of class numbers as well as a mechanism to construct a number, if not
fully provided in the schedules. The latter is called number building. In case, a readymade
number is not available for a document it may be constructed. A number can be further
built either:
1) with another whole or part number from the schedules; or
2) with any of the seven auxiliary tables.

2.8.1 Number Building with “Add to….” Instruction

Under some class numbers there is an instruction “Add to the designated base number
from 001-999”. It means we have to add any number to a given base number. Let us
take the subject “Medical libraries”, there is no full number listed for this topic. Under
020 we have “026 libraries devoted to different subjects”. There is instruction “Add to
base the number 026 from 001-009.” It means the number for medical science which
is 610 will have to be added to 026.
026+610=026.610 =026.61
The terminal zero in a decimal number is of no use.
27
Classification Similarly, for a book on “Libraries on Indian Philosophy”, the number will be
026+181.4=026.181 4
Here 181.4 is the class number for Indian Philosophy.
Also note there is only one dot in class number and that is always after the first three
digits.

2.8.2 Adding a Part of a Number

Instead of adding a whole number we may be instructed to add a part of a number
taken from elsewhere. Let us take the subject:
Buddhist philosophy
There is no readymade number for it. We have
181.04-.09 Oriental philosophy based on religions.
Here the instruction says that to the base number 181.04 add the number following 29
in 294-299. In this span, the number for Buddhism is 294.3. The number following 29
is “4.3”. Hence we shall add this to 181.0 to get
181.0+4.3= 181.043
Remember the zero is always put after the third digit in the final number, and in a class
number there should be only one zero.
Take another example:
Sacred Books of Jains
Number of Jainism is 294.4. We have been given the instruction that 294 and its
subdivisions can be subdivided like 291. There the number for sacred books is 291.82.
The number following 291 is “82”. Hence
294.4+82= 294.482
Similarly the number for Jain Saints will be
294.4+61= 294.461
There are numerous places where you are instructed to add to the given base a particular
part of a number taken from near or far.

2.9 USE OF TABLES

The Tables contain some recurring subdivisions which can be added to the schedule
numbers. Most of the class numbers in the schedules can be supplemented by one or
more numbers taken from these tables given in Volume 1 of the DDC. These tables are
optional for small libraries as these are required for depth classification used in large
libraries. There are seven tables:
Table 1 Standard Subdivisions
Table 2 Areas
Table 3 Subdivisions for individual literatures

28 Table 4 Subdivisions for individual languages

Table 5 Racial, Ethnic and National Groups Classifying Documents
Using DDC
Table 6 Languages
Table 7 Persons
2.9.1 Table 1: Standard Subdivisions
Standard Subdivisions (ss) mostly pertain to the form or physical format of the document
or viewpoint of the author. These always begin with a zero:
01 Philosophy and theory
02 Miscellany
03 Dictionary, encyclopedia
04 General special
05 Serials/ periodical publications
06 Organisations, associations, centres
07 Study and teaching072 Research
08 -
09 History
These have further been subdivided and can be added to any class number.
297 Islam
Encyclopedia of Islam
297+03= 297.03
A journal on Islam
297+05= 297.05
Study and teaching of Law
340+07= 340.07
Some of the standard subdivisions are instructed to be applied with more than one
zero:
Human diseases
616
Dictionary of Human diseases
616+003(T1) = 616.003
(As under 616 there is an instruction to add standard subdivisions in the pattern of
616.001-616.009)
Similarly
Study and teaching of constitutional law
342+007= 342.007
29
Classification As a rule, if ss is added to a main class or a division then their terminal zeros are
removed, unless instructed otherwise, e.g.
Journal of Science
500+05= 505
(In this case two zeros of 500 have been removed)
Similarly
Dictionary of philosophy
100+03= 103
(Here 00 have been removed)
Philosophy of Mathematics
510+01= 510.1
Here 0 of 510 has been removed.
But there are many exceptions to such rules, e.g.
Dictionary of social sciences
300+03= 300.3
(Here only one zero of 300 is removed)
2.9.2 Use of Table 2: Areas
This is a table of geographical areas and lists systematically all continents, countries and
their provinces in some cases:
1 World
2 Physical world
3 Ancient world
4 Europe
5 Asia
6 Africa
7 North America
8 South America
9 Australia and other parts of the world
Asia has been further subdivided as:
5 Asia
51 China
52 Japan
53 Arabian Peninsula and adjacent areas
30
54 India Classifying Documents
Using DDC
55 Iran
56 Middle East
57 Siberia
58 Central Asia
59 Southeast Asia
Each of the country has been further been divided into states:
54 South Asia, India
541 Northeastern India
542 Uttar Pradesh
543 Madhya Pradesh
544 Rajasthan
545 Punjab, Haryana, etc
546 Jammu & Kashmir
547 Western India
548 Southern India
549 Pakistan, Sri Lanka
The numbers from the Area table are added on instructions given under some class
numbers, e.g.
320.9 Political conditions
Here we are instructed to add from the Area table.
Political condition of Europe
320.9+4(T2) = 320.94
Political situation in India
320+54(T2) = 320.954
Political condition in Rajasthan
320.9+544(T2) = 320.954 4
Adding the Area Table without Instruction
Where there is no such instruction to add from Table 2, then the area number can be
added through the standard subdivision 09 from Table 1.
Civil Rights in Communist Countries
323.4 Civil Rights
323.4+09(T1) +1717(T2) = 323.409 171 7
31
Classification (1717= Communist Countries in Table 2)
Standard of living in villages
339.47+09(T1) +1734(T2) = 339.470 917 34
(1734 = Villages in Table 2)
Economics of labour in India
331+09(T1) +54(T2) =331.095 4
On instruction two areas can be added interposing a zero between them.
Foreign relations between USA and India
327+54(T2) (India) +0+73(T2) (USA) = 327.540 73
(54 = India in Table 2; 73 = USA in Table 2)

Table 2 is quite lengthy and elaborate.

2.9.3 Table 3: Subdivisions for Individual Literatures
As the name indicates this Table is not universal. It is restricted to the Main Class 800
Literature and its subdivisions. Table 3 is in two parts: 3 and 3A. It is applied only on
instructions. Main divisions of Table 3 are:
-1 Poetry
-2 Drama
-3 Fiction
-4 Essays
-5 Speeches
-6 Letters
-7 Satire and humour
-8 Miscellany
Each of the subdivisions is further subdivided:
For example
-3 Fiction is subdivided as
301 Short stories
306 Cartoon fiction
308 Specific type of fiction
Further 31-39 are fictions of specific periods. Literary periods vary from language to
language. These subdivisions for English literature are different from those of Hindi
literature. For Hindi fiction these subdivisions as given under the class number 891.2
are:
32 31 Hindi fiction up to 1345
32 Hindi fiction from 1345-1645 Classifying Documents
Using DDC
33 Hindi fiction from 1645-1845
34 Hindi fiction from 1845-1895
35 Hindi fiction from 1895-1920
36 Hindi fiction from 1920-1940
37 Hindi fiction after 1940-
These subdivisions can be added to the designated base number from the Main Class
800. For English literature, the designated base is 82
English poetry
820+1(T3) = 821
English Fiction
820+3(T3) = 823
English short stories
820+301(T3) = 823.01
For Hindi literature the designated base is 891.43
Hindi poetry
891.43+1= 891.431
Hindi short stories
891.43+301= 891.433 01
For literature of any period and form the formula is:
Base number + Form+ Period
20th Century English poetry
82(Base) +1 (Form) +7 (Period) = 891.437
Post-1940 Hindi Drama
891.43+2 (Form) +7 (Period) =891.4327

Table 3A lists viewpoint and themes of literature. These are applied on instruction from
Table 3. Some examples are given below
Punjabi lyric poetry
891.42+104 (T3) = 891.421 04
Science fiction in Hindi
891.43+ 30876 (T3) = 891.433 087 6
Collection of Hindi literature for children
891.43+080 (T3) + 9282 (T3A) = 891.430 809 282 33
Classification The number of collection is taken from T3 pg 389 because the form of literature is not
specified in the above title.
Contributions of Bengalis to Hindi poetry of post 1940 era.
891.43 + 1 (T3) + 7 (for time period) +09 +8 (T3A) +9144 (T6)
= 891.431 709 891 44
2.9.4 Table 4: Subdivisions of Individual Languages
This Table is applied to the main class 400 Languages. The major subdivisions are:
-1 Written and spoken codes
-2 Etymology
-3 Dictionaries
-5 Grammar
-7 Dialects and slangs
Obviously it is applied to the Main Class 400 and its subdivisions. It is applied only on
instructions, for example:
Grammar of English language
42(English language) +5 (T4) = 425
Grammar of Hindi Language
491.43+5(T4) = 491.435
Dialects of Hindi language
491.43+7(T4) = 491.437
Dictionary of Sanskrit language
491.2+3 (T4) = 491.23
The tables 5, 6 and 7 are applied on instructions. Some of the examples of these tables
are given below
Collection of Hindi literature by Russian authors
891.43 + 080 (T3) + 8 (T3A) + 9171 (T5) = 891.430 808 917 1
The number of collection is taken from T3 pg 389 because form of literature is not
specified in the above title.
Hospitality of Punjabi People
395.3+09(T1) +174(T2) +9142(T6) = 395.309 174 914 2
Secondary education in Hindi speaking areas of India
373+54(T2) +009(T2) +175(T2) +91431(T6) =373.540 097 591 431
54 in Table 2 is an asterisked (*) entry which leads us to page no.35 in Vol.1 where
instruction is given to add general area 175 by following 1 and this instruction further
leads us to Table 6 where number of Hindi language is given.
34
 Customs of dancers Classifying Documents
Using DDC
390.4 +7933(T7) = 390.479 33
Sikh artist
704 +2946 = 704.294 6
Self Check Exercise
Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
3) Write the Area number for all the states of India.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
4) Name the auxiliary tables of the 19th edition of DDC.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
5) Try to find class number of the given titles
i) Physical chemistry
ii) Cricket
iii) Public libraries
iv) Sodium
v) Unemployment
vi) Encyclopaedia of library science
vii) Public libraries in India
viii) Higher education in developing countries
ix) Foreign policy of India
x) Survey on strikes

2.10 THE RELATIVE INDEX

The schedule is a lengthy and mazy map of knowledge. It takes a lot of time and efforts
to learn its structure, and procedure to locate the numbers. Moreover, classification
from this index requires a bit of prior knowledge of the topic and familiarity with its
terminology. But no one is always knowledgeable enough about every subject. There
are some interdisciplinary subject areas such as biochemistry or geopolitics which could
35
Classification be placed at any one of the two places. Further, one may wonder what could be the
class number for UNESCO, or calligraphy, or table manners. Besides, the Area Table
is too lengthy to easily locate a number in it. To ease such problems the “Relative
Index” has been provided in the Volume 3 of the set.
2.10.1 Structure
It is an alphabetical list of all the subjects and concepts in the schedule and tables. It
provides a different and alternative approach to the main approach. It has about 80,000
entries in alphabetical order, e.g.
Agriculture 630
Architecture 720
Assam, India Area -5416
It means that the class number for Agriculture is 630, and Architecture 720. In the third
entry area means “5416” given in the Area Table 2, and it is the area number for Assam
state of India.
There are also cross references in the Index; e.g.
Apes see Pongidae
UN see United Nation
This approach is also different in the sense that in the schedule the approaches to a
subject are scattered by disciplines. For instance, the subject “Child” occurs in
Psychology, Medicine, Education, Literature and many more. In the index all the
distributed relatives of the topic ‘Child’ are brought together. Hence the name Relative
Index
Take a simple example of collocation in the index-
Umpiring
American baseball 796.3323
Base ball 796.3573
Canadian football 796.3353
Cricket 796.3583
Rugby Soccer 796.3333796.3343
All types of umpiring (scattered in the schedules) have come together in the index. It
will be useful to scholars who want all the books on umpiring for different games.
Similarly
Physiology
Animals 591.876
Humans 612
Plants 581.876
Hence the relative index is a useful approach and a key to the knowledge mapped in
36 the DDC.
 Classifying Documents
Points to remember: Using DDC

* DDC is the most popular and oldest library classification scheme.

* DDC is an enumerative classification scheme with analytico-synthetic features.
* It uses pure notation.
* It uses hierarchical structure.
* Table 1 Standard subdivisions can be added to any number even without any
instruction.

2.11 SUMMARY
The DDC is the most popular classification system in libraries. The DDC-19 (1979) is
in three volumes. The schedule divides knowledge into ten main classes, 100 divisions
and 1000 sections. These are further divided decimally to provide a reasonably
comprehensive map of knowledge. All the class numbers in the DDC are composed of
decimal numerals and have minimum of three digits. If a number extends to four or
more digits then a dot is placed after the third digit. Apart from the enumerated numbers,
many more numbers can be synthesised or constructed by following instructions given
under appropriate class numbers. In addition, there are seven auxiliary tables to
supplement the numbers in the schedules. The relative index in Volume 3 provides
alphabetical approach to locate subjects listed in the lengthy schedules and tables. The
index is also important because it brings together all the scattered aspects of a subject
as a consolidated index entry. It is a key to using the schedules.

2.12 ANSWERS TO SELF CHECK EXERCISES

1) A decimal number is always less than one and can be further divided into ten parts.
A zero added at the end of a decimal figure makes no difference in its mathematical
value. For example 0.5, 0.50 and 0.500 all have exactly the same value.
2) See the Table 2 in Volume 1
3) The second summary of 100 divisions is given in Volume 1. Though it is not
necessary to remember any of the summaries, yet remembering some important
classes such as 510 mathematics, or 610 medicine, 954 Indian history, and 327
international relations will add to your efficiency. It will save your time and add to
your confidence in operating the DDC system.
4) There are seven Tables in the 19th edition of DDC
Table 1 Standard Subdivisions
Table 2 Areas
Table 3 Subdivisions for individual literatures
Table 4 Subdivisions for individual languages
Table 5 Racial, Ethnic and National Groups
Table 6 Languages
Table 7 Persons

37
Classification 5) i) 541.3
ii) 796.358
iii) 027.4
iv) 546.382
v) 331.137
vi) 020.3
vii) 027.454
viii) 378.009 172 3
ix) 327.54
x) 331.829 207 23

2.13 KEYWORDS
Classification : The process of grouping similar things and
separating the dissimilar ones.
Decimal Notation : Indic numerals used decimally to denote classes
and their subdivisions. All numerals in the DDC
are decimal fractions, though decimal point is not
shown in the beginning.
Divisions : 2nd Summary of knowledge in the DDC. There
are 100 divisions to each of the ten main classes.
Each division has one zero at the end.
Library Classification : It implies arrangement of books and other
information material in a way suitable and
convenient to the library users. In today’s libraries
documents are arranged by subject and their
subdivisions.
Main Classes : The first summary of knowledge in the DDC.
There are ten main classes. Each main class has
two zeroes at the end.
Notation : A system of ordinal numbers representing the
classes in a scheme of library classification. It
fixes its position relative to other documents in a
collection.
Number Building : The process of synthesis of a given base number
with a number taken from the other parts of the
schedule or tables. The DDC allows synthesis
of numbers mostly with the instructions “Add
to…”. However, the subdivisions from the Table
1 can be added without such instructions
Relative Index : Alphabetical index to the schedules and tables.
Different aspects of a subject, distributed by
38
 discipline in the schedules, are brought in the Classifying Documents
Using DDC
Index. Hence the adjective ‘relative’ is used in
its name.
Schedules : Systematic lists of classes and their subdivisions
along with their corresponding decimal numbers.
It is the volume 2 of the DDC 19.
Sections : The third summary of the DDC has 1000
sections; this summary is derived from 100
divisions in the second summary by sub-dividing
each second summary division into ten parts.
Tables : Additional recurring auxiliary concepts of
subjects and documents usually required in
library classification. There are seven tables.
Divisions from tables supplement the numbers in
the main schedule. For small libraries their use is
optional.

2.14 REFERENCES AND FURTHER READING

Batty, C.D. An Introduction to the Nineteenth Edition of the Dewy Decimal
Classification. London: Clive Bingley, 1981. Print.
Comaromi, John P. Manual on the Use of Dewey Decimal Classification Edition
19. Albany, N.Y: Forest Press, 1982. Print.
Satija, M.P. Exercises in the 19th Edition of the Dewey Decimal Classification.
New Delhi: Concept Publishing, 2001. 176. Print.

39