TREATHENT OF PERSIAN MATERIALS I N THE

NATIONAL UNION CATALOG

A Research Project (Ls 890 A)

Presented to the

School of Llbrary Sclence

Emporfa Kansas State College

I n Part ta l Ful f l l lment

of the Requirements for the Degree

Master of L l brarianship

ABSTRACT

Thfs study lnvesttgates the treatment of the Pcrslan mate-

rials In the National Unlon Catalog (NUC). As there i s no subject

approach to NUC for the t ime being, and slnce Library of Congress - deternines American cataloging and classlflcatlon procedure, the

Library o f Congress Cataloq--kks:Subjects i s selected as the

basls of the study of WC. It i s assumed that HUC w l l l reflect - - much the same characteristics. Persian materials are defined as

those t t t l t s listed under the subject headings glven In Appendix

A of t h i s report. Thls study compares r random sample of 5 per

cent of the Perslan mterials with a sample af 2 per cent of the

Amsrtcan materials (both samples are equal In number). Amtrlcan

materials are deflned as the t l t les listed under the subject head-

lngs simllar to the subjact headlngs selected i n the process of

random sampling of the Ptrs Ian materials. The l l s t of American

subject headlngs i s given in Appendix 0 of t h i s report. The a m -

parison of the tw samples includes: the matching of depth o f

subject Indexing, the average of added entr ies , the amount of bibllo-

graphical Information, the language of these materials, and classl-

flcatlon fnformatlon. In addltton to the comparlson the locations

of Perslan materials a re determined and the l i s t of the tocations

i s given i n Appendix C, The c l a s s l f l c a t l o n number of those Perslan

mater1a)s tltles whIch have both L i b r a r y o f Congress Classlflcatlon

and Dewey Decimal Classlflcar~on are analyzed to s h m the diffarence

of c l a s r t f y l n g Persian mate r ia ls by e l ther of these classiflcations.

The flndtngs suggest more research on the classlftcation of Persfan

materfals, The result Is t h a t Perstan and American materials are

trsated approxtmately equal l y , and any dl fference Is due t o the

composf t Ion of the language of these matertal s whl ch has affect on

detsrmlnlng the classiflcatlon number.

ACKNOWLEDGHENT

L would Ilke to express my appreciation to Dr. John S.

h d e l l for h l s advlcu in the preparation of the Proposal of this

research. Hy speclat thanks are also due to Dr. Charles A. Bolles,

who was my advisor I n conducting t h i s research, for h l r valuable

suggcstfons and advice.

A. 2. K.

TABLE OF CONTENTS

Page

L I S T OF TABLES . . . . . . . . . . . . . . . . . . a m . . . m i v

Chrpte r

I INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PURPOSE OF THIS STUDY

BACKGROUND OF THE STUOY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STATEMENT OF THE PROBLEM

. . . . . . . . . . . . . . . 2 . REVIEW OF THE LITERATURE

. . . . . . . . . . . . . . HISTORY OF CLASSIFICATION

L I B R A R Y C L A S S I F I C A T I O N S * . . b + . . . . . . . . . . . . . . . . . . NAflONALUNlOHCATALOG

FUNCTIONS OF TME NATIONAL UNION CATALOG . . . . . . . . . . . . . . . . . . . . 3 . RESEARCH DESIGN AND PROCEDURE

.............. ASSUHPTlONS OF THE STUOY

. . . . . . . . . . . . . . LlHtTATlONS OF THIS STUDY

. . . . . . . . . . . . . JUSTIFICATION OF THE STUDY

. . . . 4 ANALYSIS AND INTERPRETATION OF fHk COLLECTED DATA

. . . . . . . . . . . . . . . SUHMARYAHDCONCLUSLON

. . . . . . . . RECOHHENDATlOHS FOR FURTHER RESEARCH

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . BIBLIOGRAPHY .............m......m.... APPE N D I X E S ..........................

i l i

L1 ST OF TABLES

fab le Page

1 . Subject Dist r ibut ion o f the F i r s t Sample According . . . . . . . . . to L lbrary of Congress Main Classes 3s

2. Proportion o f the Language In the Sample of . . . . . . . . . . . . . . . . . . Perslan Materials 36

3 . Proportion of the Language In the American Haterlals. . 37

4. D i s t r t bution o f Both Samples Accordlng to the . . . . . A v a t l a b l l i t y o f the C lass i f i ca t ionNumber . 38

5. Arrangement of Selected Titles In Persian Materials Samples Acccrrding to DDC Hain Classes . . . . . . . . 39

6. Arrangtment of Selected Tltlss In Persian Materials . . . . . . . . Sample According to LCC Hatn Classes 44

7. Dlstrlbution o f Selected f l t les i n Perslan Mater ia ls . . . . . . . . . . . by Hal n Classes of LCC and DOC 42

8. Comparlsonof thaSubJect Indexing InBothSamples . . 44

9. Comparison of Additional Information In Catalog . . . . . . . . . . . . . . . . Cards of Both Samples 45

Chapter I

Changes I n the pattern of education, fram a l t r u f s t l c methods

of instruction to heuristic methods of instruction, have altered

the pat tern of l i b r a r y usa. Students require m r e material and

lnfotmation for thetr assignments. Increased sclentiflc reseerch

i n past decades also requlres addltlonal use of l lbrary materials.

"Hote scientlffc research has probably been done In the past twenty

y u n than i n the precmedlng Da hundred Researchers

need informatlon In a reasonable amunt of ti=. The e f f e c t i v e

sa t l s fac t lm of the information needs of the 1 lbrery users i s the

prImc responstbit l ty o f the l i b r a r i e s and Ilbrarlans, To provide

a h t t a r service to the l ibrary patrons, research must be done on

avaflablc reference tools on the part of their contribution on the

satisfactton of the informstion needs.

Since World War I1 the amunt of human knowledge has

increased a t a tremendous rate. The number of publications has

Increased each year, There are mrs than f i v e million articles

published I n various journals each year. Haterials themselves

come out In e variety o f forms. The so-called information explosion

on the one hand and the Increase I n the d a n d for informatlon on

the other hand causes information re t r ieva l to become more and

more complex. Considering the v a r i e t y of forms, subjects, and

I

languages, the problem o f Information retr ieval wlll become much

more compl icated.

In order to alleviate any problem i n t h i s regard, there

must be study of a l l aspects of lnformatlon r t t r l e v a l . Effectfve-

ness o f i n f o r m a t t o n sources depends upon the methods o f indexing

and the arrangement of Information, and the amount o f Informatlon

that these sources provide I n respect to thelr obfect1ves. In a

broader sense the study of the m e t b d s of fnformatim r e t r i e v a l

Includes the study of the effectiveness of a1 1 Informatlon sources

I n d i f fe rent subjects and I n a l l languages.

The reference value o f any informatlon source may be determined

by the usefulness of tha t source I n g i v t n g the kind of lnformatjon

that one seeks, the extent of accuracy, the number o f approaches that

a re avaf lab ia to retr ieve Informatlon, and finally the cost/benefit

of tha t source. I t i s quite Important to be sure that I n a reasonable

amunt of tlmt one can get the Information whIch he I s looking for.

Foskett p l n t s out the problem of Increasing information and

the need for having a systcm that gets one the exact Information that

he wants without delay I n ttm and havlng false drops:

Hawadays, the quantity o f new lnformetlon being generated I s such that no lnd lv idua l can hope to keep pace w i t h even a small f r a c t i o n of It, and the problem that we have to face i s tha t of ensuring that Indlvidualr who need Information can obtain I t w l t h t h e mlnlmbm o f cost (both i n time and In money), and w l t out being ovemhelmed by large rmunts o f Irrelevant matter. P

There arc many studles i n the various aspects o f Informatton

r e t r l e v a t , but so far there are few s tud ies on the evaluation of

i n f o m t l o n sources deal ing w l t h part icular subjects, particularly

those sources which deal w i t h a var ie ty of languages. Neadham, in

3

describing bibliographic organization, points out the Importance

o f the language of documsnts. "Important documents are pub1 ished

in en Increasing number of languages as developing countries produce

mre l iterature. . . 11.3

One of the m o s t important sources of lnformatlon i s the

National Union Cataloq whtch glves the locatlon o f the holdings

of the important research l i b r a r i e s of the Unlted States and Canada,

This ~nvaluable lnformatlon source i s used by many researchers

and scholars, librarians, end students both I n the United States

and other countries I n the wrld. As It 1 lsts many sources o f

infonnatlon i n other languages, i t i s Important to study the amount

of informrt ion tha t i t glves i n respect to each individual language,

Certainly, research on various aspects of t h i s valuable source of

infomation makes i t even more useful.

PURPOSE O f THIS STUDY

Knowlng that - NUC i s used by many l ib ra r ians and researchers

as a tool of reference source, the purpose of t h i s study i s to

Investigate the treatment of Persian materlals i n the National

Unlon Catalog, by comparing the information glven on the catalog

cards f o r the Perslan materlals w i t h those of the American materlals.

The a i m o f th is study I s to f i nd out I f one can get the

i n fomat ion about Perslan mater la ls through as easi ly as when

one Is looking for s i m i l a r information or for slmllar materlals

In the subjects related t o America.

Iran, or anclcnt Persia, has a long h i s t o r y and, as one of

the centers of cfvilixatlon i n the anclent world, ls an ln terest lng

4

subject for many scholarr. I t i s now i n the r a p i d process o f economic

development. I t i s one o f the Important producers of petroleum In

the world. The grawth In the national Income i n recent years Is

amazing. Therefore, the subject of Iran, both as one of the oldest

centers of clvlllzation and as one of the developing countries I n

Asia, I s the subject of study of many scholars both i n l ran and In

other count rf es.

There are many publicatlons about the h i s t o r y , l i t e r a t u r e ,

education, economics and polttlcs o f tran. These pub1 Ications

are not only In the Perslan language, but i n many other foreign

Ianguages. I n addltlon to I ranian libraries, there are many foreign

1 lbrarles which have Perslan Cotlectlons. For instance, according

4 to the fourth c d l t lon of SuCJect Col lectlon there are at least

flfteen l i b r a r i e s In the United States which keep Pcrslan Col lactlons.

Aceordl ng to another source there were more than twenty- two l l b ra r i cs

In the U n l t r d Stater which have Perslan ~ollectlons.~ In addit ion

to those llbrarics which have separate collections of lranlan manu-

scr ipts and pr inted books, there a te many l ib ra r les that do not

have a separate col lection, but they do have books about I ran ef ther

in Engllrh or In other languages.

No doubt NUC 1s used to find out information about various - subjects lncludlng subjects related to Iran. - NUC Is used to see

what books are ava i lab le , or to see where these materials are located.

The question o f t h l r study Is to see I f one can get the needed

information about l ran I n a reasonable way through t h l s source.

As there i s not a subject approach to - NUC for the t i m e being,

and since the Library o f Congress determines and Is the model for

American cataloging practice and the Library of Congress cards

constltutc the majority of t l t l e s ltsted In the NUC, t h i s study - uses the 1973 edi t ion of the L i b r a r y of Congress Catalog--Books:

SubJects as the basis of the study of NUC. I t I s assumed that - NUC w i l l re f lec t much the same characteristics. -

Study of the treatment of Perslan materials i n the NUC - w 1 I l provide a basis for understanding the value of th is reference

source for o b t a i n l ng l nformat ion about other sources o f i nformat ton

on msterlals related to the Perslan I I terature, Pers tan h istory and

the culture of I ran.

BACKGROUND OF THE STUDY

Although the Persian language i s famous as a language of

l i terature, there have been qu i ts a few seIent1f lc studles on the

problems associated w i t h this language In the process of cataloging

and clrsslflcat1on of materials written In th is language or dealing

with Iran. In 1958, Dr. Nasser Sharlfy studied the cataloging of

Perslan works In h i s doctoral dlssertatlan of l l b r a r y science a t

Columbia U n I ~ c r s I t y . ~ He formulated several ruler for t r a n r l i t e r a -

t ion, entry, and descrlptlon of Perslan materials.

In 1970, In another doctoral dlssertatton a t the University

of P i t tsburgh, L Ibrary School, Dr. Hoosheng Ebrami studied catch-

word indexing, subject headlngs, and chaln indexing. He also made

a formulation o f rules for subject analysis I n Farsl (Perstan). 8

There are several other unpublished master's theses from I l b r a r y

schools I n Iran about d l f f e r s n t subjects related to Iranian

6

l ibrarianship. But so fur , to my knwledgt , no one has made a study

of the treatment of Persian materials in the NUC. - Cataloging and clessification are two processes necessary

for organitatlon of materlr lr . Organization of meterlals, I n turn,

1s necessary for In fomat ion retrieval. Many i l b r a r i e s use NUC - for these purposes, There are quite a large number of studies

about classification, cataloging, and subject indexing In general.

One o f such re la t ive ly recent studies 15 by ~ i ~ h f 1 . 1 1 . ~ In t h i s

study on the relatlonshlp of indextng depth and subject catalog

retrieval effectiveness, he proved that there is a pos i t l ve re la -

tionship between the number o f subJect headings assigned to a w r k

and the chance o f being selected by catalog users during ths subJect

search. Consldering these points, the present study attempts to

see I f the catalog gfven for Persian materials In - NUC have the same

subject depth as those o f Amcrtcan materlal s.

STATEMENT OF THE PROBLEM

Thls study compares two samples o f L l b r a r y of Congress

Cataloq--Bmks:SubJects materials: one for Persian mater ia ls , the

other for American matarlals under the headings selected In the

f I rs t sample. The comparison will be on the b a s f s o f the number

o f subject headings in tuo samples, numbsrs of added entrles, notes,

c l rss i f ica t lon numbers and distribution by the language. This

study attcmpts to f l n d the answer to the following questtons:

1 . What l o the dispersion of the Persian materlals subjects

throughout the Library o f Congress Catalog--Books:SubjectsF The

purpose of t h l s question 1s to see what subjects are mst tIkaly

to be found a b u t Iran. Are these mater ia ls mstly about t h t

h1 s tory , economy, soct a1 rclence, I l terature, education o f l ran

or some other subjects?

2. Uhat Is the proportion of each language? The purpose

of this question 1s to determine t h e language of the documents

about I ranian subjects, knowing the answer t o thls questton, a

researcher wl I 1 l ng to f ind informtlon about L ran through NUC - will be able to prtdlct In w h l c h languages he r i l l probably f i n d

these materlals, 1. e. , he w i l l have an estimate whether these

w i l l be m s t l y Engl tsh, Persian, or another language.

3. Hw many English works have both Dewey Decimal Classl-

f lcat ion and Library of Congress Clasrlflcation? the purpose of

t h t s quest ion Is to understand how useful i s t h l s source In givlng

the Information about classiflcat~on, Although i t I s closely related

to the percentage o f Engl ibh materials, f t w i l l br use fu l to know

what are the chances of f lndlng both DDC and LCC numbers for cards.

4, Uhat slmilarIties and differences ex ts t between Dewey

Oeclmal Classification number and the Library of Congress Classl-

flcatlon number when both of them are asstgned to a given subject7

Do they provide the same concept? Docs i t make any difference Cn

grouping s i m t t a r materlals?

5 + Uhat i s the depth of subject lndexlng? Knowing that

the mre subjec t headlngs assigned to a work the greater the chance

of being selected I n the process of subject search, the purpose of

this question I s to understand the dlfference of subject depth

index o f Persian materlals and American matcrlals in slmilar

subjects.

8

6. Vhat bibllographlcal Information i s g i v e n In the cata-

loging of Persian materiels? Are they treated equally w i t h Amerlcan

mrtsrlals? Samstlmcs a br lc f note I n a catalog card of a book

saves time for the user of the card catalog, For example, a note

may lndlcate whether a book 1 s t rans la ted from the orfglnal source

or fran a secondary source. This Information will be very useful

for a person fntcrestcd In the translation of a particular edftlon.

Therefore, the purpose of t h i s questlon Is to see whet percentage

of Perrlan ~ t e r l a l s have nates and compare them wl t h slmilar

lnformatlon In the second srmpte.

7. Where Is the location of Persian materlals and what

Ilbrary has the largest collect!on about Iran? When a person 1s

doing research about a certain aspect of Iran, I t I s Important

for him to knw the nearest location of the books ha needs. There-

fore, the aIm o f t h i s question Is to determine the location of

the m t e r l a l s In d i f ferent I lbrar les In the United States and

Canada.

8, What other approaches are provided I n these cards to

re t r ieve lnformatlonf Are the average number o f added entr ies

In the sample of Persian materlals the same as those of Amerlcan

materlals?

Chap tcr 2

R E V I E W OF THE LITERATURE

Cataloging and classification are two processes of a broader

subject knmn as the organIzatlon of knowledge. l o Both of them

are equally important f o r information retrleva1. D ls t lnc t ion

should be made between philosophical classification end the l i b r a r y

class1 f lcatlon. Whl le phl tosophical classt f lcat lon arranges knowledge

by f tsclf by c lassi fy ing thoughts and Ideas, l t b rary classlf lcat ion

arranges the recorded know1 edge for specl f I c purposes, as a subject

approach to the avai l ab le col lect lon.

H I S T O R Y OF C L A S S l F l C A T l O N

The idea of classification i s as o l d as human c i v i l i z a t i o n .

Classiflcatlon Is a reflection of the development of concepts that

p r fmi t lve man developed from h i s environment. A t the very beginning

there were only a few concepts, but as p r lmi t lve man found more

concepts, he began to distlngulsh one set of actions or concepts

from another, say day from n i g h t , f ea r from happiness, and so on,

These developments resulted i n c lass i f l ca t lon theorles suggested

by philosophers. The e a r l i e s t tendency t o c lass i fy human knowledge

was suggested by A r f s t o t l e , the Greek philosopher (384-322 0. C . )

w h o d l v f ded "untversal knowledge" i n ten classes: 1 1

Substance

Quant i t y

Qual l t y

Relation

P l ace

7 i me

S l tuatlon or posit Ion

Posltion or acqulred character

Act l v l t y

Pacl v i t y

He distinguished f i v e relat ions: Genus, de f in i t ion , pro-

per ty , difference and accident.

As f a r as the hlstory o f l ibrary classlflcation Is con-

cerned It goes back to the classlficatlon of clay tablets i n the

ancient world. Sayers, I n descrlhlng the hlstory of classlficatlon,

points out:

Our earllest traditions of Ilbrarfes bear t h e i r account of clrsslflcation. We are assured that the c lay tablets I n the Assyrtan l ib rary of Assur--ban--I--pal were d i v i d e d at ieast Into two main c ~ a s s e ~ - - t h o ~ e deallng with the knowledge o f the cart and those dealing w l t h the Heaven--and these subdivided. ?2

He mentions t h a t Aristotlc was the f I r s t one who nude an

arrangement of books, and tha t h i s system of classification was

la ter adopted by Ptolemls. Hawever, t h t earlfest system was deslgned

by Calllmacus (260-240 0. c.), the librarian of the L ibrary o f

Alexanderia I n Egypt. The cata log of Callimacus was called Finakes.

The main classes of his scheme were Poets, land makers, Philosophers,

h i r tor ians, rhetoricians and miscellaneous wr l te rs . l 3 Thest classes

were subdivided by chronological order, subject , and the name of

the a u t h r .

After these ear ly attempts for arrangement of Ilbrary mate-

r i a l s , there is a long interva! which I s characterrzed by nothlng

nm happening in l tb ra r les . In medleval l i b r a r i e s books were

arranged by several general subjects and in each class they had

flxed locations,

Francis Bacon (1561-1626). the English philosopher whose

c lass l f l ca t ton had e great effect in Dewey Decimal C l a s s i f ~ c a t i o n ,

divided the whole humn k n w l e d g e i n t o three categorles; h I story,

which Is the province of memry and includes natural history, c l v ! l

history, l i te rary and eccles iast ica l ; philosophy, whlch 1s the

product of reason and inctudes theology, and, f i n a l l y , poetry,

which i s the product of imaginatfon. 14

In 1643, Gabriel Haude d iv ided h i s book i n to tweive main

classes: 15

Theology Had i cl ne 61 b l lography

Chronology Hl l l t a r y Jur lsdlct lon

Counci l and Canon Law A r t Geography

HI story Phl losophy L i terature

Pol i t i c s

Jacques Charles Burntt (1780-1867), French bocrksel ler ,

dlv ided h l s books i n t o f l v e main c lasses: 16

Theo l ogy Jur isd l c t f o n History

Philosophy tl tera ture

The f u l l tab le o f t h l s classification I s l n eighteen octave pages,

lmnanuel Kent (1724-1804), German philosopher, belleved

there are two factors in genvlne knowlcdgc:17 ( I ) Raw mfer ia l r

whlch are senses of experiences, and (2) the synthetic organiz ing

actlv[t~es of mind, He distinguished four categories o f knowledge:

1 . Categories of quality whlch Include u n i t y , i . e . , the

mind unltes various sensations in to unIty o f an organ, p l u r a l i t y ,

f . t . , the mind ident i f ies and synthesizes each one, and the

total i t y .

2, Categories of q u a l i t y whlch Include reality, negation,

and Itmi tat ion.

3. Categories o f re la t ion whlch include inherence and

subsistence or substance, causal l t y and dependence and c m u n t ty.

4. Categories of m d a l l t y whlch include posslbllity vs.

impossib~lity, existence vs. nonexiotence, necesslty vs . contingency,

He said that things should be put together before they

can be apart. And one cannot see things together unless they are

put together.

L I B R A R Y CLASSlFlCATlONS

The objective of I lb rary classiflcation Is the economy

and Increase In the efficiency i n t h e use of materials. Lrbrary

classlflcation brings things whlch are Ilke and separates those

which are unllke. Another purpose o f I l b r a r y classlficatlon Is

t o establish somc sort o f relatlon between subjects In literature

so tha t t h l s relation allows rnaxlrnum helpfulness In locating Infor-

mation, Rlchardson dlstlnguishes hine types o f classlflcation as

follows: I8

I , Loglcal c l a s s l f i c a t l o n o r arrangement accordlng to the

degree o f likeness.

2. Geomtrlcal classification, or the arrangement according

t o the position f n space.

3. Chronological classiflcation, whlch arrangement Is accordlng

to the posit lon i n time,

13

4. Genetic classiftcation or arrangement accordlng to the

orlgln,

5. H l s t a r f c & l classl f lcat lon, whlch 1s the chronologf cal , gemetr lcs t and genrtlc c tass i f l ca t lons ,

6 . Evolutionary ~Iarsiftcatfon, which arrangement Is

accord l ng to the dcgret o f comp l exl t y . 7. Oynamlc classification or arrangement according to the

order o f power.

8, Alphabetical classlflcatlon or arrangement accarding

to the f i r s t letter o f names.

9. Hathematlcal class1 f Icat ion or arrangement according

to the order of numrtcal symbols.

There are a number o f factors that a f fec t the select lng of

type of arrangements. H i l l s mcnttons e lgh t factors , as follows: 19

I . Type o f the users.

2. Frequency of the users.

3 . Size of the collection.

4. Physical character1 s t I cs of materials for instance,

mlcro form, pr in ted materials, etc.

5. Language of the materials.

6. Value of the matrrlalr.

7. Date of prlntlng, and

8, Temporary slgnlflcance.

The f i r s t l ib rary clessiflcatlon In American libraries was

developad by Thomas Jefferson, president of the United States, u h

mdl f led the Baccrnian Class1 f icat ton. Later Wi I 1 lam furrey Harrls

devised a class1 ficstlon system far a pub1 Ic school I lbrary I n

14

S t . Louis i n 1870. He was a follower of Hegel and the main classes

of h i s scheme were as fo l lws: 20

1 . Science, which Includes phl loaophy, religlon, soc ia l ,

political, and natural science, and useful ar ts .

2. Arts, which includes flne a r t s , poetry, l i terary

miscul l any .

3. H t s t o r y , uhlch Includes geography, t r a v e l , clvil history

and b l b t lography,

Helv l l l Dewey (1851-1931). librarian of the Amherst College,

brought the idea o f declmal c l a s s l f i c a t l o n . The f i r s t edltion of

Dewey Decfmal Clasrlfication was published i n 1876. 2 ' ~c was

fnfluenced by Har r is ' c l a s s i f \ c a t f o n . I t has a relative index

which g i v e s the location wi th relatlon to subjects. One of the

features o f DOC Is t h a t I t provldes detail for those Iibrarles

which need such lengthy class numbers. I t Is one o f the most

widely accepted ctasslflcatlon schemes tha t has been translated

Into many languages. There are ten maln classes which reflect the

area of specialization:

000 Generalia 500 Science

1 00 Ph 1 1 osophy 660 Techno logy

200 Religion 700 Art

300 Social Sclence 800 L i te ra ture

400 Language 900 History

Each maln class i s subdivided lnto ten subclasses, and each subclass

l n t o ten sub-subclasses and so on. I t has practical usefulness,

simplfclty, and mnemonic features.

15

Charles A m 1 C u t t e r (1837-1903), the l i b r a r i a n of Boston

Atheneaum, brought the Idea of d ic t ionary cataloging. 22 The Rules

for Dictionary Cataloque was pub1 ished i n 1876. H i s classl f t ca t lon

Is known as "expansive clas~iflcatlon.~' He was influenced by

Spencer and Comte. I t Is a p rac t i ca l arrangement and consists of

seven schems. The f lrst one, whlch has e ight maln classes, i s

dcslgned for l i b r a r i e s o f one hundred vo~umes and the second one has

f i f t e e n main classes, which I s for larger I l brarles, and the other

schemes fo r l a r g e r I tbraries, Although the f i r s t ed i t i on o f t h i s

clrssIfication was published I n 1879, the c rea to r o f t h i s c l a s s i -

f i ca t i on d ied before he could finish up the l a s t scheme.

In 1894, two Belgians, Paul O t l e t and Htnri Lafontaln,

developed the Dewey Oecimal Class t f l ca t i on to be used I n special

I lbrar ies a l l over the world. 23 This c lass i f i ca t ion I s known as

the Universal Decimal Classlflcatlon (UDC). I t has a r e l a t i v e index

and the main classes are m d i f l c a t l o n s of Dmey Decimal ClassIfl-

cat ion's maln classes. The notat ion allows varlous combinattons

according to form, per iod and language.

The Llbrary o f Congress C l a s s i f i c a t i o n was developed i n

the Library o f Congress when t h i s I l b r a r y mved i n t o a new and

larger que r te t s In 1897. It I s the product of teanwork done under

the d l r e c t o r s h l p o f Herbert Putnam, I ib rar lan o f the Library of

Congress. This classlflcation appeared between 1899-1939, 24 Each

class was publtshed separately. I t has twenty-SIX posslble main

classcs, although not a l l of them are being-used presently. The

maln classes of the t f b r a r y of Congress Classification are as

fal I ws :

16

A General P Languageand Literature

B Phl losophy Q Science

C - F Hfstory R Hedlclne

G Geography 5 Agriculture

H Soclal Sclences T Technology

M Music U-V Mflttary and Naval Sclence

N Fine Arts Z Biography

James Duff Brown (1862-1914), B r i t i s h librarian, pubiishcd

his classif~cation In 1894 as Qulnn-Brmn Scheme. Later , In 1897,

the classiflcatlon was published as the "Adjustable Classifica-

tion.'' F i n a l l y , I n 1906, It was published as t h e "Subject Classl-

f l c a t l ~ n , ~ ' He belleved that every form of knowledge can be traced

to a principle from whlch It has developed, The sequence of main

classes Is based upon mat ter , I I f t , and mfnd record. 25 Hatter

and force generated I I fe and l I fe I n turn produced mind and f i n a l ly

record, He sa id that everything r e l a t l n g to a topic can be put

in a constant place. The maln classes i n t h i s scheme are as f o l lw s :

A Gcnaralla

8-C Physical Sclence

E-F Biological Sclcnce

G-H Ethnology

I Ecology

J-K Phi losophy

L S o c l a l a n d P o l i t i c a l Science

M Language and L i t e ra tu re

H L l terary Forms

0-U H I story

X Biography

Shi al l Ramsrnr! t a Ranganathan (1892-1972) , f ran Ind la,

brought a new approach to classification. His classif icat lon

i s known as Colon Classlflcatlon. I t s f i r s t edition was published

in 1933. H i s theorles o f facet analysls brought a revolution in

classification theory and Ranpanathen re la ted all

facets to "f l ve fundamental concepts"--personal i t y , matter , energy,

space, and time--which generally i s known as PMEST, The order

i s accardlng t o t h i s decreasing pr tnc fp le , that i s , personal i ty

i s the most concrete and t ime 1s the most abstract.

The Bibliographic Classiflcatlon was developed by Henry

Evelyn B l i s s (1870-1955). He was the librarian of the College of

the C i t y of New York and durlng about t h i r t y years of working In

t h i s library he developed t h i s c lass l f l ca t fon , The f i r s t e d i t l o n

of B l b l iographlc Clarr ification was pub1 lshed i n 1935.'~ 01 155

used twenty-s ix l e t t e r s o f the English alphabet f o r the main classes

and arabic numerals for form dlvision, The important aspect o f

h i s c lass l f l ca t lon i s the idea o f b a s i c and subordinate classes,

and also the Idea of "Conscensus." All classes i n this scheme are

based upon four bas lc areas of knowledge:

1. Science . Techno 1 og y

2. History 4. A r t s

This classIflcation i s very popular i n providing d i f f e r e n t needs

In d i f fe rent l ib rar ies . I t i s mnemonic, has a br ief notat ion

and I s unique in having f l e x i b i l i t y by p r o v i d i n g a l t e r n a t i v e loca-

t ions.

Amng the above classifications whlch arc described the

L i b r a r y of Congress Class1 f lcat ion (LCC) and the Dewey Decimal

ClassIficatlon (DOC) whlch are used by many llbrarles and are

glven In the catalog cards of E n g l l s h materials In - NUC w i l l be

compared here. These two classification systems have sorrm s i m l -

laritlts and differences as fo11ows:~*

a) Siml lari ties

1, Both o f them have pract ica l usefulness by provtdlng

k k shelving !ocation,

2. Both of them provide r e l a t i v e locations,

3. The main classes of LCC and DDC reflect the area

of specialization.

4 . They have many problems I n comnon.

b) Differences

I . DDC may be used for any 5 i z t l l b r a r y whlle LCC

was developed orlglnally for I l b r a r i e s o f several million books,

although It can be used for any size 1 lbrary ,

2, LCC has mixed notation, I.c., uses both alphabet

and numbers, while DOC Is pure notation, i . c , , uses only arabfc

numbers (with few exceptions).

3 , The length o f base of LCC I s longer than DDC, i . e , ,

while in LCC there are twenty-six passlble main classes, there are

only ten main classes i n DDC.

4, DOC originally was developed by one person, wh i le

LCC was developed by a group.

5. DOC i s in a few volumes (three volumes for the 18th

edltion) white LCC Is i n several volumes.

6, DOC has many mnemnic features, whl le LCC has

few mnemonic features.

7. As the number of subdlvislons Increases, DOC

becomes too long so that In practice I t i s dlfflcult to be used,

whllc LCC does not have th is problem.

8, DOC was based on the Harris Ciarslflcation which

i n turn was based upon inverted Baconlan Class~f~catlon, while

in preparing LCC a l l schunes were reviewed and It I s Influenced

by a l l o f the prevlous schemes,

A l l c ~ a s s f f i c a r l o n shcemes may be grouped according to

the purpose: 29

I . Traditional, dtductlvc, systematic classiflcarlons.

LCC and DOC arc amng t h l s group,

2. Hon-traditional, lnductlve, syndetlc class1 flcatfons,

UDC, Colon Classlf lcatton, and varlous faceted classifications

arc among t h l s group,

The aim o f a11 these classlflcatlons, I n spltc of d i f -

ferent c r i te r la o f grouping, i s the same. All o f them t r y to

brlng related materials together, B u t any c l a s s l f i c a t f o n system

has Its own l irnltatlons, The c o w n limitation of all these classi-

f i c a t i o n schemcs i s that they are l inear and unidtmensianal. They

provlde only one approach to Information retrieval. Subjec t headings

add another approach to ret r t eva l of i n f o m t ion.

NATIOhAL UNION CATALOG

Many bibliographlcal sources have been developed In the

United States during the l a s t hundred years t h a t certainly influenced

the development o f llbrarianshlp to a great extent . Amng these

the NattonaI Unlon Catalog (NUC), as the central record of the - holdings of the materials In the major research IIbrarles In the

Unfted States and Canada, i s an amazing endeavor of Ilbrary cocrpera-

tlon. Cronln calls it: "a key t o a l l knowledge and lnformatlon I n

book form i n th i s century."30

The h istory o f - NUC goes back t o many years ago. The f i r s t

suggestton of centralized cataloging was by Charles Coff in J m e t t ,

librarian of the Brown Unlverslty and the Smithsonian Inst i tute . 3 1

H i s idea was to prepare stereotype blocks for cataloging cards t o

be used l a t e r for printlng and adopting cards.

Later on, Publishers Weekly began to publlsh t i t l e s l i p s

which were prepared by the I l b r a r l a n s . But t h l r plan ceased a f te r

one year a t a loss. In 1876, Helvl l Dewey, I n a conference, proposed

the preparation af printed t i t les to be used by I ib rar les . I n 3887,

ALA publishing sectlon began p r i n t i n g ca ta log cards fo r American

Catalog but again th ls program was not continued because there

were not suf f ic ient subscrlptlons.

Corn mentions two factors whl ch f a c t 1 i tatc t h e l nterrhange

o f catalog cards: 32

1 . Uslng the cataloging standards which f o l lowed the

publlshlng of Cut ter 's Rulcs for Dictionary Catalogue.

2 1

2. l n t r o d u c t l o n o f standard cards which began a f t e r the

s t a r t l n g o f the p r l n t l n g of cards by the L i b r a r y o f Congress,

The foundation o f NUC was l a l d as soon as the L i b r a r y o f - Congress s t a r t e d p r i n t i n g cards. I n 1901, Herbert Putnam, the

l f b r a r l a n o f the L i b r a r y of Congress, s t a r t e d the exchange of

L ib ra ry o f Congress p r l n t e d cards for cards p r l n t e d by other

~ l b n r i e s . ~ ~ This was the f l r s t step towards preparat lan of a

union cata log. Besides L l b ra ry o f Congress t t s e l f , there were

four other I l b r a r l e s i n t h f s exchange program: New York Publlc

L i b r a r y , Boston Pub1 l c L i b rary , Harvard Un i vers i t y L i brary , and

Crarer L i b r a r y In Chicago. In the f l rs t quar ter o f the twen t ie th

century any attempt I n t h i s regard was located a t the Ltbrary o f

Congress Card D l vlsion.

Although by 1926 t h i s union catalog was increased ta near l y

tmr milllon, s t i l l i t was Inadequate for research needs. As a

response t o the American L i b r a r y Assoclat Ion, John 0. bckefel l e r ,

Jr. gave a g i f t of f l v e thousand d o l l a r s for f i v e consecutive years

to the L i b r a r y o f Congress. During 1927-1932, m r e than s i x m l l l l o n

cards were added. In 1932, the D i v i s i o n o f Union Catalog was

es tab l l shed a t the L i brary of Congress.

Using the p r l n ted cards by l i b r a r i e s brought the problem

o f shortage o f space. As a result there was an Increase I n the

demand for p r l n t ed book cata log. On the o the r hand the need for

research on the p a r t of reference I l b r a r i a n s and scholars demanded

having a book catalog. Therefore the L l b r a r y o f Congress, as a

response to these needs, began to pub l i sh the ca t a log o f cards

represented by t h i s I 1 b rary as o f J u l y , 1942, j4 i t i s the

22

reproduction of a series o f about two m i l l ion cards. Many o f the

cards I n t h i s catalog have been prepared by libraries other than

the L i b r a r y o f Congress, On the other hand, many books i n the

Library o f Congress had no p r l n t e d cards. Therefore t h i s l i s t

was something more and something less than the holdlngs o f the

Library o f Congress. Thfs catalog was issued under the auspices

o f the Assocl at ion of Research Libraries and came ou t i n 167 volumes.

I t covers the period from 1898 t o J u l y 3 1 , 1942. The abbrevfatlons

f o r the l lb ra r les w h i c h had sent the pr in ted cards to the t l b r a r y

of Congress were given for the cards l i s t e d in th is c a t a l o g .

Due to the Increase i n the amunt o f budget f o r the Union

Catalog, the holdlngs o f several other libraries were included In

the Union Catalog. To solve the problem o f continuation, i t was

suggested to have supplements every few years. I n March, 1946,

Halsey Wlllfam Willson, In a pamphlet entftled A Proposed Plan for

Ptintlng Library o f Conqress Cards l n Curnulattve Book Form, suggested

a wetkly supplement t h a t could be cumulated a t the end of t h t

second week, then m n t h l y and annually s i m i l a r to the Cumulatlve

Book Index, The L i b r a r y of Congress modlfled these recommendations

and the final decision was publlshlng a monthly catalog with

quarterly and annual cumulation, Therefore, i n 1947, the Llbrary

o f Congress began to publ ish the Cumulative Cataloq of L ibrary

o f Conqress Pr in ted Cards. T h i s was in nlne monthly Issues, three

quarterly cumulations, but no annual cumulation, In 1948, a supple-

mentary catalog for cards issued August 1 , 1942, to December 31 ,

1947, was pub1 ishcd i n forty-two Th is catalog had 2,600

anonymus and pseudonymous entr ies t o help i n locat lng Information

I n a better way.

I n 1948, the Unlon Catalog was officially changed to the

National Unfon Catalog. Between 1948 to 1950 the holdlngs o f Yale

Unlversi t y L l brary , North Carol lna Catalog, and Unlversi t y o f

Carol tna were e i t h e r rnlcrofllmed or copied and Included i n t h e

National Unlon Catalog,

The next cumulative l l s t o f the Library of Congress, prlnted

cards for 1948-52, came out i n 1953 i n a twenty-four volume catalog

under the t i t l e Library o f Congress: Author ~ a t a l o ~ ~ ~ For the

1949 annual cumulation the t! t l e was changed to L ib ra ry of Congress

Author. Then, i n 1953, the name was made simply Llbrary of Congress

Cataloq. The reason fo r the f! r s t change was the deci s Ion to

publish a catalog arranged alphabetically by the subject. The

t i t l e of t h l s publication was L ibrary of Congress Subject Cataloq. 37

The reason for the second change was to issue the catalog according

tu iypes o f materials, Therefore the t i brary of Congress Catalog

divided I n t o Bmks: Authors, Books: Subjects; Films, Haps and

A t l asses and Hus 1 c and Phonorecords ,

The L i b r a r y of Conqress Author Catalog i s the f i rst five-

year cumulation supplement which includes works cataloged by the

L ibrary o f Congress, as wel l as l i b r a r i e s contrlbutlng i n a coopera-

t i v e program dutlng t h i s perlod. The entr ies not only include

books, but pamphlets, maps, music scores, s e r i a l s , motion pictures

and f i l m s t r i p s . However, l.=nguages other than Roman, Cyrllllc,

Greek, and Hebrew alphabets were excluded.

24

Entries contain main and added entrles with t h e necessary

cross references. The main e n t r y card Is the complete reproductton

o f the cards whlch cons i s t s of the bibl iographfcal descript ion,

tracing, LCC and OOC number and the L l b r a r y of Congress card number.

However, the subject headings and c lass 1 f f cation numbers are those

assigned a t the time o f cataloging these tltles; they do not reflect

any la ter changes. Arrangement i s alphabetical by the name o f the

authors, For the f i e l d of medicine and re la ted subjects the Armed

Forces Medical L ib ra ry Cataloe, later known as the National Library

of Medicine Cataloq, Is regarded as the supplement. Any cards tha t

do not have the classlftcatlon number are e i ther from a l a w I i b ra ry

or they are prepared by other libraries who do not use one of these

classtftcat~on numbers. On the other hand D D C are assigned to

publ icat ions of general i n te res t .

In response to the recornendat ions of the ALA Board on

Amerlcan L i b r a r y Resources and Association of Research t lbrar les

on July 1 , 1956, the L i b r a r y o f Conqress Catalog--Books: Authors

was expanded to include not o n l y reports o f printed cards prepared

by t h e L i b r a r y of Congress but other tl tles reported by other

libraries o f Horth America, The resul t was the National Unlon

Cataloq, 1953-57, publishad i n twenty-eight v o l u ~ n e ~ . ~ ~ This i s

a l i s t of t h e holdings o f f l v e hundred American I l b r a r l e s . Addf-

t lanal l o c a t i o n s far t i t les are g iven to facilitate research. I t

contains e n t r i e s for books, parL1phiets, and maps i n a11 languages,

w r i t t e n I n the Roman, C y r i t . : ~ , Creek, G a e l l c , o r HebraIc alphabet.

I t has main e n t r i e s , ZssrnLial 3 c ~ e d en t r ies and cross references.

25

Volume 27 of t h i s catalog conta ins mus ic and phonorecord ( t i t l e s )

and the last volume i s m t l o n p i c t u r e s and f i l m s t r i p s .

I n 1961 the Nat ional Union Catalog, 1952-55 was pub1 ished

under the auspices o f the Comnlttee on Resources a f the American

t i b r a r l e s of the herlcan L i b r a r y Assoclatfon. This is the Ifst

of a l l monographs pub1 lshed i n 1956 and l a t e r as repor ted to the

Union Cata log Divislon o f the L ib ra ry o f Congress. I t includes the

ho ld ings o f s i x hundred librarles. I t was est imated tha t up to

50 percent o f the cataloging i n l i b r a r l e s i s r e l a t e d t o the ten

~rectdlng years. So t h i s ca ta log was pub1 [shed to help locating

of the t l t l e s . I t lnc ludes e n t r i e s for books, pamphlets, maps,

at lases and broadsides repor ts he ld by the L i b r a r y o f Congress and

many other I i b r a r l e s , But i t i s l i m i t e d tomnographs , The s e r i a l s

pub1 I c s t i o n s , mas te r ' s theses, page a n a l y t l c s , and also reprfnts

in Arabic, C y r l l l l c , Hebraic, Chinese, Japanese, Korean, Malayan,

or I n d i e alphabet were excluded. A l s o m o t i o n p i c t u r e s , f i l m s t r i p s ,

phanorecords, B r a i l l e books, and musfc scores are not inc luded i n

t h i s catalog, Each l i b r a r y I s identified by a l o c a t i o n symbol.

The twelve-year cumulat lon, with a d d i t f o n a l locations,

o f the %was publ ished i n 125 volumes i n 1967. The 1968-72

cumulat lon was publ ished I n 1973 I n 119 volumes, the NUC 1973

i n 1974 l n s ix teen volumes, and f l n a l l y , t he HUC 1974 was pub l ished

i n 1975 i n n ineteen votumes.

To have the Nat ional Union Cata log of the prt-1956 years,

the NUC Pre-1956 publication was s t a r t e d i n 1967. It i s es t ima ted

t o be i n 620 volumes and w i l l i n c l t ~ d e more than eleven million

t i t l e s o f m r e than seven hundred research Ifbraries.

26

The L lbrary of Congress Catalog--0mks: Subjects , which was

orlglnally L i b r a r y of Congress Catalog Subjects are published as

fol lws:

20 w l u m s

22 volumes

25 volumes

42 volumes

9 w l u m s

1 1 vol umes

IS volumes

16 volumes

FUNCTIONS OF THE HATIOWL UNION CATALOG

The Natlonal Union Catalopcan be used I n a v a r i e t y o f ways

by the Ilbrarles and scholars. Functions may be summarlzed as

fol lows: 39

1 . I t h e l p s the acqulsltlons I l b r a r l a n I n veriflcatlon, as

a guideline In selectfon, and avoldlng duplicatlon.

2. The cataloging function of the - NUC helps the cataloguer

to f ind the cataloging information for the tltles without having

to go through t h e whole process of cataloging. Therefore, natural l y

there w i 1 l be more uni form1 t y and standardization I n cataloging

prrct i ce,

3. The references and research functlon of the - NUC Is to

help the reference l i b r a r i a n to d i r e c t services, Find and recognize

othar t i t l e s that are not avaf lable i n h i s l i b r a r y . i t also helps

i n locating materials for i n t e r - l ibrary loan.

27

4. F i n a l l y , It re1 ieves l i b r a r i e s from considerable costs

of keeplng a p u b l i c catalog. I t w i l l also serve as depository

catalog; hence, i t w i l l save a lot o f space, and costs o f filling

and keeping the catalog up to date w i l l be reduced.

To summarize, the development of cataloging and c l a s s i f l -

cation or ig inates from the ear ly attempts of phllosophers to classlfy

knowledge. lncreases i n recorded knowledge required library classi-

f lcat ion and the production of catalogs, LCC and DDC are examples

of such endeavors t o organize l l b r a r y materials. % a s a

reservoir of information i s another attempt to f a c i l I t a t e re t r ieva l

of inforrnatlon I n a v a r i e t y of forms.

Chapter 3

RESEARCH DESIGN AND PROCEDURE

I n t h i s study the Persian works, or Persian materials,

are defined as a l l the titles listed i n the L ibrary of Congress--

Books:Subjects, under those subjects l i s t e d i n Appendix A ef th is

report. The headings i n t h i s l i s t are der ived from the Library of

tonqress Subject Headings, 8 th edition,40 as w e l l as headings found

i n preliminary study of N& subject headings assigned to works

entered under "IRAN" i n theauthor catalog. In addition t o author

catalog the e a r l i e r editions o f the subject l i s t were also con-

sul ted.

The 1973 edition of the L i b r a r y of Congress--0ooks:Subjeets

was selected as the basis of the study because It includes the

complete tracing. I t i s a subject approach, and permits access

to materials v i a the subject.

The popu l a t ion of the study cons i s t s of (498 t i t l es) Persian

materials and (2756 t it les) American materials l i s t e d under the

subject headings given i n Appendix 0 of t h i s report. These t i t l e s

a r e those which are l i s t e d under s i m i l a r subjects selected i n the

f i r s t sample. By similar subjects Is meant Education i n I ran vs.

Educatton i n U . S . , Persian P m t r y vs. American Poet ry , and so on.

A sample of 5 percent of the f i r s t population of Iranian

materials, i . e . , f i f t y titles, was selected randomly, by using the

28

29

random tables, and was compared wi th another f i f t y t i t les , approxi-

mately 2 percent of the population of American materials. To do

the random sampling, each t i t l e In both populations was given a

ser ia l number and then, using the random tab les , sample one and

sample two were selected.

The fo l lowing procedures were used i n doing th is research:

I , The subject headings were checked i n the L ibrary o f

Conqress Cataloq--Books:Subiects and the t it les listed under these

subject headings were counted and given a serial number, Any subject

heading not l i s t e d in t h i s catalog or l i s t e d but not having any

t i t le under i t was recorded to see haw many of the subjects are

1 l ke l y t o be found.

2. A f t e r selecting the F i r s t sample, those subject headtngs

selected I n t h i s sample were matched to f l n d the slmllar subject

headings i n the American m a t e r i a l . For example, "Pets ian Drama"

was selected i n t h e f i rst sample, so "hnerlcan Dramaff was selected

as one of the subject headings to be examined I n the second sample.

In t h i s way the l l s t for the second sample was prepared.

3. Again the titles Ilsted under the subject heading

l i s t s of t h e second sample were counted and were given ser ia l

numbers. Then f i f t y t i t l e s (1.81%) were selected i n the random

selection, A l l the subject headings selected i n both samples

arc marked by aster isks (*) i n Appendix A and Appendlx 8.

4. The titles selected i n both samples were grouped

according to language to f i n d the answer to question 2 ,

5. A l l the t i t l e s w e r e exarnlned to see which of the tltles

have both LCC and DDC, which have only one, and whfch have none.

Those that had both LCC and DDC were compared with the table o f

language d i s t r i b u t i o n to see i f a l l of them were in English and

also to see if it matched the percentage of Enql ish language.

Then the findings were grouped i n a table.

6 , Those t i t l e s i n the f i r s t sample which had both LCC

and DDC wcre grouped by each c l a s s i f lcat Ion scheme respect lvely

t m see i f there was any dif ference when they were grouped by any

one of these schemes. As there were several differences, the

c l a s s i f i c a t i o n numbers assigned to these t i t l e s were re-examined

to see i f the difference was due to assigning d i f f e r e n t c l a s s i f i -

cat ion numbers for the same subject. Then they were checked

against the L ibrary af Congress C lass i f i ca t ion Schemes and Dewey

Decimal Classificatlan Schemes to determine the classes of titles

in each classif ication. Any f lnd ings were tabled to show these

differences.

7, The number of subject headings assigned to each t i t l e

were counted far selected t i t l es i n both samples. The number of

subject headings were grouped as 0, 1 , 2, e tc . and they were matched

to see which me of the samples has more subject depth.

8. The number o f notes i n both samples was counted and

grauped according to the number of notes per t l t l e , and the resu l ts

were compared,

9. The selected t i t l e s in the f i r s t sample were checked

against the NUC Additional Lesation 1 9 7 3 ~ ' to find our where these

materials are mostly located, Than locations were grouped alpha-

b e t i c a l l y and the l i s t is g i v e n in Appendlx C.

Id. Finally, the number ef added entries was counted and

cmpared for both samples. I n addit ion, the average af added ent r ies

for bath samples was calculated.

ASSUMPTIONS OF THE STUDY

In t h i s study there are several assumptions that should

be considered In deriving any conclusion. These assumptiens are

as follows:

1. tn cataloging and c l a s s i f i c a t i o n o f Persian materials,

i t should be assumed that subject headings and c l a s s i f i c a t i o n

numbers are careful ly assigned t o these materials, so tha t any

dif ference that appears i n grauplng by each classification scheme

i s mainly due to the difference of the classification rather than

assigning the number, or misinterpretation of the subject cata-

loguer,

2. I t should be assumed that the U . S . Library of Congress

Catalog--0mks:Subjects ref lects a high percentage of the - HUC

so i t re f lec ts any conclusian about the l a t t e r .

3 * T h i s study selects the 1973 edition of the above men-

tioned catalog, i t i s assumed that there 1s no d i f ference between

each year.

4 , The f ina l assumption i s that , i n s p i t e of tbe d i f -

ference in the percentage of the total population fn both samples,

as they are equal i n number they re f lec t the character is t ics of

the to ta l popu 1 a t ion,

L!HlTATIONS Of THIS STUDY

There are certain Iimltatlons i n t h i s study that should

be considered in derivtng any conclusion or general lzat icn:

1 . As there i s no subject approach to NUC, t h i s study - uses L ib ra ry of Congress Catalog--8ook:Subject i n I leu of the

NUC, Although the percentage of materfals in t h i s catalog i s 7

a l m s t equal to the NUC, the conclusions a re l i m i t e d to a cer ta in - extent.

2, As t h l s study uses the subject catalog for the study

of WC, i t should be noted that there are several subjects such

as f i c t i o n that do not lend themselves to any subjects. Although

t h i s catalog l i s t s even such titles It i s posslble the number of

books listed In t h i s catalog i s less than the actual number i n

the Author Catalog,

3 . This study dots not do anythlng w i t h the main e n t r y ,

so thcre might be differences in the determining of the main entry

that might make a difference fn r e t r i e v a l o f information i n either

sample. These differences, i f any, arc dlsregarded.

4. The number o f t i t l e s In the second population i s too

large In respect to the f i r s t population, therefore the number of

samples does not make the same percentage of the1 r populat ion.

To e l iminate th is problem the number of headlngs I n the second

sample was reduced to those which were comparable and where there

was a stmilar subject heading to that selected i n the f i rs t sample.

JUSTlFlCATlON OF THE STUDY

1. The Importance of t h i s study w i l l be for those Iibrarles

which use NUC for searching cataloging and class i f icat ion Infomat Ion - of the Persian materials, because they w l l l know the probablllty

of finding the LCC classlffcatlon, the chances o f f inding a t l t l e ,

e tc .

2, This study polnts out the depth o f indexing, the average

o f added entr ies and many other comparisons. Any f inding i n t h i s

regard w i l l be s guideline f o r lmpravlng the cataloging data, i f

there I s any d e f l clency,

3. The analysis o f the locat ion w i l l be a clue to know

where would be the best place to f i n d mre information about Iranian

m t t r l a l r . So a person interested I n doing research may be willing

to know where mruld be the nearest chance of f inding such information.

4. The comparison of the LCC w l t h DOC w i l l reveal the

d l f f r rences of using either o f these c l s s r l f i c a t i o n schemes. T h l s

w i l l be very useful to understand whlch one w u l d be bet te r f o r

Perstan materials. I f someone Is golng to expand and research the

possibility of adopting these classlfieatlon schemes to s u i t I ranian

needs, he may gain an Idea from the analysis o f t h i s study to know

whlch scheme I s better for concentrating research on areas of

Iranian in terest .

5. Thls study w i l l examine one o f the aspects of the

National Unlon Catalog. This w i l l be useful for knowing the e f f l -

clency of f l n d l n g Information through t h i s source, so that I f there

is any deficiency, It w u l d come to the attentlon o f the authorities.

Chaptar 4

ANALYSIS AN0 INTERPRETATION OF THE COLLECTED DATA

F o i l w i n g the research method described i n the previous

chapter, the following flndlngs were roached for t h i s study:

1 , The f i rst question o f this study was to determlne

the d is t r lbut lon o f Persian materials according to subject. Out

of 125 subject headings o f Persian materials whlch were checked

agaf n s t the L I brary o f Congress Catalog--6ooks:Subjects 1973* 4 1

subject headings were not found. That Is 32.8 percent of the

total subjects t r ied. As t h i s l i s t was prepared by consult ing

both the Library o f Conqress L l s t of Subject Headinqs and previous

editlons of the - NUC, there are actually m r e subject headings than

the holdings of one part icular year. Another p a r t o f t h i s problem

1s partly due to the fact that subject headings change through

time as classlficatlon schemr do, but these changes are not

ref lected In the cataloging data o f the NUC entries.

In s p l t t o f the fact t h a t subject headings change through

t l m , the fact that 32.8 percent of the subject headings were not

found I n the 1973 edrt ion of the subject catalog indicates tha t

there 1s a difference between subjects o f books included In t h i s

catalog from one year t o another, This Is par t ly due t o the fact

that materials publtshed i n these areas In a given tlm may mt

ntcessarlly be those publlshed another t ime .

However, i t should be mentioned that the number o f t it les

Ilsted under different subjects o f t h e catalog was not uniform.

Usually under subjects o f 11 teraturc and h istory there were more

boaks than a subject such as "Horses-- Iran." To show the d i str i -

butlon of the sample by subject the Llbrary of Congress main

classes were selected as a basis for Judgement. According t o

t h i s c r i t e r i a the d is t r ibu t ion i s given in Table 1. The maximum

percentage i s 44 percent which belongs to language and l i t e r a t u r e .

The n e x t highest percentage belongs to class D (22 percent) and

the rest of the subjects are in the minori ty.

Table 1

Subject D t s t r t b u t ion of t h e FI r s t Sample Accordlng to Library o f Congress Haln Classes

Sub f ec t Number of Tltlss Percent of the Total

Class A (General ~ o r k s )

Class 0 ( ~ i s t o r y )

Class H (Social science)

Class L {Education)

Class N (Fine A r t s )

Class P (Language and ~i terature)

Class S ( ~ ~ r i c u l cure)

Class Z (0lbllography)

LW (no class number assigned)

Total

2, The second purpose of t h i s study was t o investigate

the proportion o f each language i n the selected samples. Table 2

shaws that 60 percent of the materials I n the sample o f Persian

materials were in the Persian language and 28 percent i n the Engl ish

language. The other languages i n the sample were French, Arabic,

Russian and Turklsh. There was one t l t l e , or 2 percent, o f the

material which was bilingual,

Table 2

Proportton of the Language In the Sample of Persian Mater ia ls

Language Number o f T I tles Percentage

Pers l an

Engf l s h

French

Arab I c

Russian

Totals

A comparison o f the Table 2 wi th Table 3 , the d i s t r i b u t i o n

o f the language In the second sample, shows that there are higher

percentages o f m a t e r i a l 5 i n the English language. Eighty-six

percant o f t h e materlals are i n English while In the f l r s t sample

60 percent were In Persian and 28 percent In Engllsh. Whtla the

37

f i r s t sample consisted o f the Persian, Engl ish , Russian, French,

Turkl sh and Arabic languages, the second sample consls ted o f

E n g l i s h , Japanese, Russian, Belglan, French and German,

Table 3

Proportion of the Language i n the American H a t t r l a l s

Ca tegor i es Number of T i t l e s Percent of the Total

Engl l sh

Japanese

Russ l an

Belglan

French

German

Totals

3. Another question i n t h i s study was to invest igate what

proportion of the selected t i t l e s have c lass i f i ca t ion numbers.

Knowing that the L i b r a r y o f Congress does not asslgn Dewey Decimal

Classification numbers to foreign t i t l e s , the aim of t h i s question

was to see I f the t l t l c s whlch do not have DOC numbers are equal

to the number o f t i t l e s in t h e languages other than EnglIsh. The

distribution of both samples according to the availablllty of

c lass i f ica t ion numbers i s shown in Table 4.

I n the sample of Persizn m a t e r i a l s 30 percent of the titles

had both LCC and DDC numbers which i s equal t o the number o f English

titles p l u s s bilingual (English-Persian) t i t le i n the tab le of

dis t r lbut fon of language. Eighty-six percent of the American

mater ia ls had both LCC and DDC numbers whlch i s exactly equal

to the percentage of Engtlsh language i n Table 3.

Table 4

Distribution of Both Samples According t o the Aval lability o f the Classlflcation Number

ClassificationSchcmes Numberof Percent Numberof Percent T i t l e s i n the T i t l e s i n the

F i r s t Sample Second Sample

Titles having both LCC and DDC 15 30 43 86

Titles having only LCC 3 1 62 7 14

TItles having neither LCC nor DOC 4 - 8 - 0 - 0 -

Tota ls 5 0 100 50 100

The dif ference I l s s i n the a v a i l a b i l i t y o f the LCC number.

While 100 percent o f the mater ia ls In the American m a t e r i a l s had

LCC numbers, i n the sample o f Persian m a t e r i a l s only 92 percent

had LCC numbers. F u r t h e r invest igat ion shows that the 8 percent

difference belongs to the t i t l e s which are about law subjects which

the Llbrary o f Congress does not provide w i t h classlficatfon numbers.

4, The fourth purpose o f t h i s study was to invest lgate

similarities and differences between the L ibrary o f Congress Class!-

flcatibn number and the Dewey Decimal C lass i f i ca t ion number when

both of these class$ficatlon schemes are a p p l i e d for a given Perslan

t it le , As i t was shmn i n Table 4 , o n l y ' j 0 percent of the Persian

m a t e r l a l s i n the sample had both LCC and ODC numbers, These ti tles

were separated and they were arranged according to the c l a s s i f i -

cation number. fable 5 shows the arrangement of the t i t l es according

to Dewey Decimat Class i f i ca t ion 's main classes. As i t 1s shown

i n t h i s t a b l e , when these materials are arranged by DDC main

classes 40 percent o f mattrfals are in h ls tory , 20 percent i n

social sclence, 13.33 percent I n language, and the rest of the

materials are scattered I n technology, general i t ies, a r t s , and

I lterature, each having 6,66 percent of the t o t a l of the tltles.

Table 5

Arrangement of Selected T i t l e s i n Persian Haterials Sampler According to DOC Main C.tasses

Number o f fttles

Percent of the Total

000 (Generalltles)

300 (Social ~ c i e n c t s )

400 (Languages)

600 (T schno logy)

700 ( A r t s )

800 (Literature)

900 (HI story S ~eography)

To ta 1

*those main cl asses of DOC that were not =ss I gned to the t i t l e s I n the sample (those t i t les having both LCC and DOC) are not mentioned b r e .

Arrangemnt o f the same materials according to the Library

o f Congress classification's main classes reveals differences of

40

the grouping o f the same material by another c lass l f l cat ion .

Table 6 represents the arrangement of the t i t l e s In Perslan mater ia ls

which had both OOC and LCC class1 f lcat ion arranged by LCC main

classes.

Table 6

Arrangement o f Selected Titles i n Persian Materials Sample According to LCC Main Classes

* Main Classes Number of

T i t l e s Percent o f

the Total

0 (History)

H (Social ~ciences)

L (Educa t ion)

N (Fine A r t s )

P (LI terature d ~anguage)

S ( ~ ~ r I cul ture)

Z (01 b l iography)

To ta 1

* Those main classes o f LCC which were not included I n the selected tit les o f Perslan materlals are not mentioned,

The comparison of Table 5 and Table 6 shows that:

(a) While according to DDC 40 percent of materlals are

classlfled as h jstory , according to LCC only 33 .33 percent of the

materials are classified as h lstory .

(b) While in DDC classification 20 percent o f the materlals

a r t c t a s s i f i e d as social science, i n LCC 6,66 percent are regarded

to be soclal sctence and 6.66 percent as education.

4 I

(c) Uhile according to DDC there are 13.33 percent of the

mater!als i n the language and 6.66 percent In l i terature, according

to LCC 26.66 percent of the materials are class l f i e d as 1 I terature

and language,

(d) While according to the DOC 6.66 percent of the m a t e r i a l s

are regarded as a r t subjects, according to LCC 1 3 . 3 3 percent of the

materl als arc classified as art subjects.

(el Although technology i$ not shown I n Table 6 but as

agrlcul Lure Is s subdlvlsion of technology i n the Dewey Decimal

Classiflcatlon. There Is no d i f ference In t h i s p a r t . S i m i l a r l y ,

there i s no difference in the percentages of generalities Iwhfch

includes bibliography) and blbllography In LCC.

There a r t tmr reasons for there dlfferences:

1 . Differences i n the base or the number o f main classes

of these two classtflcation schemes. In LCC education i s regarded

as a maln class whlle i n DOC i t Is a p a r t of Social Science c lass .

SlmIlarly Geography and History In ODC are In one class, whlle i n

ttC t h e y are separated as d i f fe rent main classes. C t terature

and language In t C t are regarded as one class whfle I n DDC Language

and L f terature are two d i f ferent classes.

2. Another reason for differences i s classifying a certa in

t i t l e I n two different subjects when using both LCC and DOC:

-- A t i t l e which war given a polltical science number

in DDC (327) was classified as h i s t o r y i n LCC.

-- A t i t le which was classified as history i n DDC was

g i ven a l i tera ture and I anguage number 1 n L C C .

42

-- Another title which was classified i n DOC as h istory

was classified as fine ar ts i n LCC,

To show these dlffercnccs the main classes of both classi-

flcatlons as shawn I n Table 5 and Table b are combined i n one

table, Table 7 represents the differences of using d i f f e r e n t

classiflcat~on schemes.

Table 7

Dtstrlbutlon of Selected T i t l e s I n Persian Haterlals by Haln Classes of LCC and DOC

DC 00 300 400 600 700 800 900 Total Gtner- Social Lan- Tech- A r t s Litera- Hlstory

LC alitics Scfence guage nology ture Geography

H bocl a1 Scl encc)

H (Fine A r t s )

P (L i terature & Language)

z . ( ~ 1 iography) 1

Total 1 3 2 1 1 1 6 i 5

Table 7 not only shaws the difference that i s caused due

to the appl icat ion of each c l a s s i f i c a t f o n but i t shows differences

that are caused by c l a s s i f y i n g c e r t a i n titles i n two d i f f e r e n t

subjects. The number of selected t i t l e s in Persian mater ia ls ,

i.e., those t i t l es which had both c lass i f i ca t ion numbers, are

tm small to make any gentra l lzat ions, but certa in ly these d i f -

ferences In c lass i f ication show that further research on the

classification schemes and cmparison of the resul t o f using them

w u l d be an in te res t ing subject. Particularly, further study on

the appl icat ion of LCC and DDC on Persian materials may be use-

f u l to find out which one would be more suitable to be used for

classifying Perslan materials.

5. The f i f t h question of thls study was to investigate

the depth of subject indexing of Persian materials i n canpartson

to s imi la r mater ia ls related to American subjects. The number

o f subject headings i n both samples was counted and they wire

grouped accordIny to the number o f subject headfngs assigned ta

each tItle, Table 8, on page 44, represents the d is t r ibut ion of

both samples accordlng to the number of subject headings.

The man for both samples can be calculated as follows:

Table 8

Canparison o f the Subject Indexing i n Both Samples

Numbarof N u n b e t o f T I t l e s Percent Hunberof T i t l e s Percent Subject I n the F i r s t In the Second

Head l ngs Sample Samp 1

0

1

2

3

4

5

6

Total

The contparlson of the mans of the two samples ind icates

that, relatively, the h e r i c a n materials have a deeper subject

treatment than Persian materials.

6 . The s i x t h question of t h i s study was to investigate

the extent o f blbllographical information other than descrtptlon

of the author, t l t l e , fmprlnts and collation. This study was

interested to know the amount of addltlonal Information that was

provided I n the notes. Therefore the number of notes i n both

ramples were counted and they were grouped according to the number

of notes per t l t l e . Table 9 shows the comparison of notcs i n

t r ~ o samples.

Table 9

Comparison o f Additional Information i n Catalog Cards of Both Samples

Number o f Notes Number of T I t i e s Percent Number of T i tl es Percent Per Tf tle in the F l r s t i n the Second

Sample Samp I e

0 9 18

I 24 48

2 12 24

3 5 10

Total 50 1 00

The average o f notes i n each sample i s c a l c u l a t e d as follows:

The comparison o f the two mans for addltlonal information

shows that Perslan materials have r e l a t i v e l y larger numbers of

notas per t i t l e . Par t o f t h i s difference may be due to the fact

that i n many Persian materials the content i s given or the cover

tltle Is nsntioned to shaw the difference o f t i t l e page w i t h cover

title.

7. Another purpose of th is s tudy was to f i n d out the

location of the major libraries where one can obtain the materials

about Iran. To f u l f l l l this purpose, the maln entries o f selected

titles were checked In 1973 but K, further location was registered.

Then t i t l e s mre checked against t h t Reqlster of Further k c a t l o n s

f n NUC for 1973* fable 10 presents the locat ion o f Persian per - title in the ranplc af ParsIan m a t t ~ l a l l .

Table 10

Per Tltle Locations o f the Persian H a t t r f a l i Sample

Pet Tltle Location Nwber of T I t les Percent

1 locatlon

2 locations

3 locations

5 locations

6 locations and more

Total

The alphabetical l i s t of t h s r l ibraries Is gfven i n

Appendfx C of t h i s report.

8. F i n a l l y , the last questlon In t h i s study was to investl-

gate what other approaches other than subject approach are available

I n the catalog cards of Persian materials I n comparison w i t h

American matertals. To determine the answer to this question,

the added entrles I n both samples were counted and were grouped

acccrrdlng to the numbcr o f added entries per t i t Ie, Table 1 1

# / fm8?8S the numbcr of addcd s n t r l t s i n both samples.

Table 1 1

Comparlsan of Added Entries of Both Samples

Number o f Added Number of T i t l e s Percent Number of Titles Percent. Entries Per T i t l e In ths f t r s t i n thn Second

Sample Samp l

5

8

Total

The average of added entr lcs for both samples 1s calculated

as fol lows:

The comparison o f average of both samples shows that the

average of added entrtes for both samples are equal.

The tw samples of Persian and Amerlcan mater ia ls were

selected randomly and were compared as It was described In the

preceding chapter, Regarding the assumptlcns and Itmitations o f

t h i s study the following results were obtalned.

1 . The dlsptrston of subjects throughout the L i b r a r y of

Congress Catalog--8ooks:Subjeets d i f fe rs from one year to another

because many subject headings were not found in the 1473 edit ion

w h i l t there subjects were gathered by consulting different edltfans

of t h i s catalog. However, under some subjects more titles are

llsted and probably these subjects r c m l n rmre or less constant i n

every edltlon. These subJccts are mostly Persian literature and

the hlstory of Iran,

2, The wmpositlon of both languages dlffers, While

60 percent o f the t i t l e s In the Persian mater ia ls sample were

I n Persian and 40 percent In other languages, i n the sample of

American materials 86 percent were In English and only 14 percent

in other languages, Whl l e 28 percent of t h t Perslan materials

were i n English, there were no Persian titles i n the American

material sample.

3. The higher percentage of Engl 1 sh language mattri al s

in t h t second sample resulted i n a higher percentage of catagorfes

of t i t l e s having both LCC and DOC, mainly because the L i b r a r y of

Congress assigns Dewey numbers to English tltles. The analysls of

the classiftcatlon number of both samples s h e d that comparatively

larger numbers of tltles i n the Amerlcan materials have c lassi -

f ication numbers.

4. The analysis of tftles i n the Persian materials that

had both DOC and LCC numbers s h e d that grouping of t i t l e s by

e i ther of these classifications makes a difference In positIan

of a t i t l e as being i n a c e r t a l n main class. P a r t of these d i f -

ferences Is due to differences of the maln classes I n each classl-

f ication scheme and part of i t Is due to the f a c t that l n the

curds o f t h e sample dl fferent class numbers ( 1 ,e., d i f fe rent con-

cepts) were assigned to a given subject.

5. The subject depth of h r l c a n materials w i t h an average

of 1.50 i s greater than Perslan materials which have the average

of 1.18 subject headings per tl t l e .

6. On the other hand t h e average number of notes I n Pers Ian

materlals was higher than the average of notes of American materials,

i .e. , 1.26 per t i t l e notes for Psrslan matertals vs. 0.56 for

American materlals.

7. The number o f added entrlss In both samples was equal.

The above comparison shows that Persfan and American

materials arc equally treated In the Library of Congress Catalog--

8ooks:Subjects and, assuming that t h i s catalog represents a higher

percent o f the t i t l e s i n E, t h i s study concludes t h a t Persian

and American materials are approximately equally treated i n the

NUC. Many differences In the analysts of the samples of the study - are due to the di f fcrences i n the cmpos i t ion of the 1 anguage In

each sample. Further invest igat ion on the locationof Petslan

materials showed that 24 percent of the mater ia ls have more than

50

one location and 12 percent have mre than three locations, The

l i s t of these locations Is given i n Appendix C ,

RECOWENOAT t ONS FOR FURTHER RESEARCH

The Investigation of Perslan m a t e r i a l s in this study showed

t h a t there are other problems to be studled In this regard, The

fa1 ! w i n g s tudles a t e recommended as future research topics:

i. Investigatton an Persfan materials In diffrrent editions

of the L ib ra ry of Conqress Catalog--0mks:Subjects and understanding

the reasons for subject change from one year to another.

2. Comperlsm o f I sample o f Ptrslan materials I n t h i s

catalog w i t h a sample of the t i t l e s In - HUC that are about I ran

t o see if thls catalog Is reptesent ing the E. 3. Canparison of Perslan materials classlfIcetlon numbers

i n a larger sample t o see the differences of using e i ther of these

classf fications.

4. Study on salsction of main entr ies for Persian materlals

i n d i f fe rent cmtalogs t o sae I f there I s unlfarmlty i n selecting

Perslan nams as main entrler,

5. Ccmparlson of Perslan materlals w i t h anather language

other than English t o see what would be the difference.

6 . Usl ng the same study by dl rect approach to - NUC through

determining a series of w i n entries and selecting a sample from

MJC . -

REFERENCES

Iu, 5. 6570 the Aerorprse Hedl cal Research Laboratories. Information Storaqe and Retr ieval: A Survey (Uashi ngton, 0, C. : U. S. Government Prlnt lng Offlce, 1963), p. I ,

'A. C. Forkett. The Subject Approask to Information (Hamden: Archon Books and 011va BV

3 ~ . 0 . Neadham. Orgdnlring Knwlcdse in Librar ies , an lntrodustion to lassi if i ~ ~ e u t s c h , 9641, p . 9.

Ash, Subject Colloctlon; A Culd. to Special Book Collactlons and Sublect Emphasis as ~e~-by ?cqe, Pubtic and Special Llbrarles and Museums i n the United States and eanada,(4th ed.] ( ~ e w York: Bowker, 19741, p. 908.

5 ~ a s ~ e r Shari fy , Catalog l n p of Pars i an Works, Ins1 udlnp Rules for Trans1 i t rat lon, Entry and Descrtpt Ion (Chlcago: h r l can Lf brary Association, 1959), p. 1 .

6 ~ . S. L ibrary o f Conarerr Catalog--Bookr:Subjests, A Cumulative L i s t of K r k s Represented b 1 n ted Cards 1973 (Washington, 0. C.: The L f b

7 ~ h a r l f y , op. s l t . , Preface.

8 k u s h m g Ebra i n l , and Chain Indexinq: Fomul Farsi [PI ttsburg: Unlvtrsl ty o f P I t tsburg , 1970, Ph.0, D l ssertatlon) 2-Po-

lOKeith Davison, theory o f Classlflcatlon: An Exanlnatlon Guldsbook (London: Blngley, 1966), p. 46.

"8ohden 5. Wyn~r, 4ntmdustlon to Cataloqlng and C1assl- f Ication, 4th ed. (Rochester, Ncw York: Libraries Unl l m i ted, 1971 1, -93.

12w. C. Bcnrick Sayorr, A Hanual of C l a s s i f i s a f ion for Librarians, 4th ed. rev. (London: Andre Deutsch, 1967), p. 110,

w

I7wynar, op. c l t . , pp. 194-95.

I 8 ~ r n e s t Cushlng Richardson. "Classi f icat ion: Theoret leal and Practlcall' ( ln ~ t a d e r i n ~ l a r r l f i c a t l o n and Descriptive Cata- loqinq, ed. by Ann F. Painter . Washington, 0. C.: HCR/Hicro Card Edlt lon, 19721, pp. 35-43.

J H I I I , A Hodern Voutllna of Library t l a r r i f l c a t l o n , 6 t h ed. (London: Clopman & H a l l , 1968). Chapter 1 .

2 0 ~ a y e r s , op. c l t . , pp* 124-25.

21~ecdham, op. cT t . , pp. 94-104.

22~helma Eaten, The Development o f C lass i f l ca t lan In America ( i n The Role of C l a s s l f l c a t l o In the Modern Amerlcan L ibrary . Papers P r e s p i no 1 s Graduate schocrl of Library Scltnce; November 1-4, 1959. Champaign, I1 1: l l l l n i Unlon Bookstore, 19591, pp, 8-3.

Z4wynsr, op. c i t . , pp. 242-62.

Z5~ncvclopcdl'a of ti brar ies and Infomat Ion Sci en Vol. 3 ( ~ a w Yorh:

27~cedhan, op. c i t . , pp. 104-108.

28~aul S. Dunkln, Catslaqlnq U.S.A. (chicago: Amcrican Library Assoclatlon, 19691, pp+ 102-03.

2 9 ~ n n F. Painter , Modern C l a r s l f l s a t i o n Theory ( I n Reader in Classification and D e ~ c r i p t i v e Cataloging, op. c l t . ) p p . m 6 .

30~ohn W , Cronin, I1The National Unfon and L l b r a r y o f Congress Catalogs: Problems and Prospects," L ib . A , , 34:77-96, 1964.

3 1 ~ o h n M. Dowron,ItA H l r tory of Central lzed Cataloging," L i b , Resources L Tech. Ser. 11:27-43, P. Winter, 1967.

3 2 ~ . F, Stousrt, L i b r a r y Catalogs Changinq Dimension (Chi cago: Un i vers i t y Press, 1964) , p. 78.

3 3 ~ . G , 0, Backewell, A Manual of Catalogins Practice (Oxford: Pergemer Press, 1972). p. 21 .

3 4 ~ . 5 . Library of Congress, A Cataloq of Books Rcprcrcnted by L t b r a r y o f Congress Prlnted Cards Issued t o July 3 1 , 1312 (Ann Brbor, Michigan: 1942-46 ) , 167 vols.

3 5 ~ . S. Ltbrarv o f Conaress. A C a t a l o ~ o f Books Re~resent td

j6u. 5. Library of Congress ,Author Catalog: P Cumulatlve L l s t o f Works Represented by ~i b r a t y r 1948-1952 (Ann Arbor, Hichlgan: J, U. Edwards, 19531, 24 v .

3 7 ~ . S . Library o f Congress Cataloq 0mks:Sub]ccts 1950- ( ~ n n ~ r h r r

38tJatlonal Union Cataloe. A Cumulatlve Author L i s t Repre- sented by l i b r a r y o f Congress Prlnted Cards and T I tles Reported by Other American t l b r a r i e s 1956- (washington: The t l b r a r y ) ,

40~. 5. L i b r a r y o f Congress. Subject Cataloging D l v i s ion. L l brary of Conqrtss Sublect Hcadlngs, 8 th ed. (Washington, D. C. : h e L l b r a r y , 137€), 2 wls.

b l ~ a t tonal Unlon Catalog REqlstcr of Additional Locat ions 1973 ( ~ a s h ' l n ~ t o n : L lbrary o f Congress, 19751, 2 vols.

BIBLIOGRAPHY

Christ, J. H. Concepts and Sublcct Headinqs: Their Relation i n Information Retrieval and Llbrary Science. Mctuchen: Scarecrow press, 1972. 174 p.

Cronin, J. U. "The National Union and Llbrary of Congress Catalogs: Problems and Prospects," L l brary Quarter ly , v , 34, 1964, PP. 76-96.

Proposal f o r the Natfanal Union Catalog, Over 1956 ~ n p r i n t r . London: Monsell, 1967. 96 p.

Deoal, A . R. "lnterrelattd Theories and Organization of Knowledge," Herald of L i b r a r y Sclence, 12: 198-200, AP-Jt , 73.

Ounkin, Paul 5. Cataloging U.S,A. Chicago: American Library Assocl a t Ion,

Foskett, A, C , The Subject Approach to Information, am den: Arcten Books, 1969. 310 pb

Hickey, Oorolyn J. Problems i n Organlzlng Library Collecttons. New York: W k e r , 1972, 206 p.

Hills, J. A Hodern Outltns of L l b r a r y tlessificatlon. 6th ed, London: Clophen and Hall, 1968.

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1968-1972 Yulnguennlol edi t ion of the Natlonal Union Catalog, L i b r a r y o f Congress Information Bul let in , 33:A 213-16 all 74,

Painter , A. F., ed, Class1 f icatlon: Theory and Ptact ice. Drexel L lbrary Quarter ly 074 Issue.

Painter, Ann F. Readers i n Classificatton and Descript ive Cataloginq Washington, O , C.: HCR/Micro 23rd Editlon (3721 320 p.

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Richmond, Phyllis. Transformation and Organization of Information Contents: Aspects of Recent Research i n the Art and Science of ~lrJslfication. 107,000 presented at the FED Conference to Washington, 0, C. 1965.

Rowland, Arthur Ray. The Catalog and Cataloglng. Hamden: Shoe Str ing Press, 1969, rn

Sayers, W, C . 0, A Hanual of C l a s s i f i c a t i o n for Librar ians. 477 cd. Completely Revised and P a r t l y Rewritten by Arthur Haltby. London: Deutsch, 1969. 404 p.

Shore, Louis, "The National Union Catalog of the Unl ted States ," L l b r a r y Association Record, Vol, 55 , 1953D pp. 178-82.

Strout, R. F. L ibrary Catalogs Chanqing Dimensions, the Twenty-el ghth Annual Conference o f Grodus t 1; brary School. Chicago: Universi ty of Chicago, 1964. I27 p.

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Wynar, Bohdon S. Introduction to Cataloglng and Classiflcation. Rochester, New York: Llbrarles Unlimited, 1971, pp, 192-202,

APPENDIXES

SELECTED L l S T OF PERSIAN HATERIALS

The subject headings I d t n t l f l e d by a cross (x ) were not

found In the 1973 td l t ton of the Library of Congress Catalog--Books:

Subject. Those subject headings wl t h an aster isk (*) on the left

side lndlcates that i n the process o f random sampling I t was

selected i n the sample o f Perslm materials.

Agricultute--Economic Aspects--Iran.

Agrlcul turs--Iran.

Anthrop-Ccography--Iran.

Architecture, lranlan.

Arch f tecture-- l ran.

Art, Iranian,

Art-- l ran.

Authors, Iranian.

Banks and banking--Iran.

01 r t h control-- l ran.

Budget-- l ran.

Catalogf ng of Persian Li terature.

Children's l i te ra ture , Persian.

Ci t ies and towns--Iran,

C i t t c r and tcwns--planning--Iran.

Cltttanship--1ran.

* C i v i l law--Iran.

X C i v i l service--Iran.

X Cfvl i i t a t i o n , I ranian.

* Cammrcial Ian--Iran.

Comnunity devclopmnt--Iran.

Cooperation--I ran.

Costs and standards of I lv ing- - I ran.

Criminal law--Iran.

X l h m s t i c relations--Iran.

X Earthquakes-- I ran,

X Earttwork--Iran.

* Educatton--Iran.

X Excavrtlons ( ~ r c h e a l o ~ ~ ) - - l r a n .

X Factories-- l ran,

Farm produce-- l ran.

Fert 1 l i zers and manuresm- l ran.

X Flags--Iran.

* Food consumptlon-- l ran.

Food supply--Iran,

Fo t ts t and forestry-\ran.

Forest ecology-- l ran.

Geology--Iran,

X T;overnmtn t owners hl p-- l ran.

Horses-- l ran.

I1 l l tracym-Iran.

Illuminatlon of books and manuscripts--1ran.

l n c m tax-- I ran.

Industrial Im and Ieglslation--Iran,

1 ndur t ry-- I ran.

Industry and state--Iran.

Inheritance and transfer taxo-Iran.

Insurance, Health--Iran.

Insurance, Social--1 ran.

lnternatlonal tabor Organlzatlon--Iran

I nves &men t s , Fore l gn-- l ran.

Investments, Forelgn--taw and ItglslatIon--Iran.

I ran.

I ran I n the Hadith.

Iranian languages

l ran1 an I 1 teratura.

Iranian philology.

Iranian studlsom

I ran l ans . Labor laus and legislat ion-- Iran, ,

Labor supply--Ifan.

Land tenure-- I ran.

L a w - l ran.

L i breries-- I ran.

Manpower-- l ran.

Hanuscr i p t s , Pers l an.

Maritime Law--Iran.

Market survey-- l ran.

Harketing--Iran.

Marketing of l ivestock--1 ran.

Hi l 1 t a ry offenses-- Iran.

Hi l i taw rervlce, Compulsory--1 ran.

Hlnes and mfnlng resources--Iran.

Mining law--Iran.

Hems-- l ran.

Mamas, Persian,

Names, Persona 1 -- I ran.

National Incam--Iran.

Old Perslan fnscrfptIons.

Old Perslan language.

Optimum traden-Iran*

Paint fag, I ranlan.

Peasantry- l ran.

Persian c a t .

Pers 1 an drama.

Persian f ict ion,

Persian Ful f Reglons

Perslan Gulf States.

Persian imprints.

Pe rs i an I anguage.

Pers lm 1 i terature.

Persian periodicals.

Persian phtlology.

Persian poetry.

Persian prose I 1 terature .

Ptrslan w i t and humr.

Petroleum Industry and trade--Iran.

Petroleum law and leg is la t ion .

Philosophy, Perslan.

Physicians--tlcensed--Iran.

Poets, Perslan.

Polltlcal part ic ipat ion- - I ran,

Postal service--!ran.

Pottery-- l ran.

Pottery, I rani an.

Press-- t ran,

Prfces--1 ran.

Property--Iran.

Publ i c heal th-- 1 ran.

Quatrains, Persian.

Quotat Ions, Pers Ian.

Ra i l road 1 aw-- l ran.

Raln and ra in fa l l - - I ran .

Recording and tegist rat ion- - I ran.

Rel lglon--I ran,

Shippf fig--! ran.

Social class-- l ran.

Soi !$-- I ran,

Tales, Persian,

T a r i f f - - I r a n .

Taxa t I on-- l ran.

Trade marks--Iran.

Vocational education--Iran.

Water, underground--! ran,

X Water supp l y-- l ran.

Women i n I ran.

Young volunteers i n conmunlty development--Iran.

SELECTED L IST Of AMERICAN SUBJECT HEADINGS

The following l f s t 1s the l ist of subject headings which

were selected to be equal to those subject headings whlch were

selected i n the process of random sampling for the Sample of Persian

materials. Thosa subjects which were not comparable were eliminated.

The cross ( X j on the left slde means that the subject heading was

not listed i n the 1973 edltlon of the Library of tonqress Catalog--

Books:Subject, Those hcadlngs Identified by an aster isk(* ) are those

which a r t selected I n the process of random sampling of the second

sample.

Amri can drama.

Amrlcan 1 i terature

Amcri can per lodl ca I s.

American poetry.

American prose l i te ra ture .

Archi tecture--U,S.

A r t , American.

Budge t--U. 5.

C i v i l law--U.S,

Comnercial law--U.S.

Education--U.S.

Food consmptlon-4.5.

International Labor brganlzation--U.S,

Hanuscri p t s , American.

Taxation7-U.S.

* U.S.

--Description and t r a v e l ,

--Forelgn relations,

- -Hi story.

--intellectual I l f e .

--Polltfcs and government.

LIST OF THE LOCATIONS O f THE P E R S I A N MATERIALS

OF THE SELECTED SAHPLE

The following l i s t Is the alphabetical l i s t o f the l i b r a r i e s

whlch had the Perslan materials as indicated by the sample. The

abbrev la t ion i n parentheses are the locatlon symbols used i n - NUC.

The column 1 represents the number o f t i t l e s i n these l i b r a r i e s

as Indicated by the samples. Column 2 shows the percent of the

total tttlcs, I t should be noted that as a l l t i t l e s I n the sample

had LC card numbers they are avat l a b l e I n the L i b r a r y o f Congress,

Therefore a t least one location for each t i t l e i s the L ib ra ry o f

Congress,

Name o f the L i b r a r y

Brooklyn Pub1 lc L ibra ry (NB)

Ccn t e r for Research 1 i braries --Illinois ( IcRL)

Hatvard Uni vers i ty - Cambri dge (HH)

Louisiana State U n i v e r s i t y , Baton Rouge (LUI

Hichlgan State Univers i ty - East Lansing (HI EH)

Horth Carolina State Univcrslty a t Ra le igh (NcRS)

Number ( 1 1 Percent (2)

Name o f the L ibrary Number ( 1 1

Oh to State Uni vers i t y , Columbus (OU) 1

Percent (2 1

Pennsylvania State Unlversi t y , Unl v t r s i ty Park (PS t )

S t , Louis Public Library 2

State Un ivers i ty of New York a t Buffalo [NEtuU)

U.S. Department o f State L ibrary 1

University of British Columbia, Vancouver-Canada (Ca8Ve~)

Unlvcrsl t y o f California, Santa Barbara (cuse) 1

University o f Illlnols, Urbana ( l u ) 1

Univers i t y of Kentucky, tex i ngton (KyU) 2

University o f Michigan ( ~ i u ) 1

Universjty o f V l rginla, Char ie t tesv l ! le ( V I U ) 1

University of Washington, Seattle (Waul 1

V l r g l n l a Polytechnic Institute, Blacksburg (VIBlbv) 1 1

Uashlngton U n i v e r s i t y S t . Louls (H-SW) 1

Yale Unfversi ty , New Haven ( C t Y ) 5

Yale Universf ty--Kl l n e Science Library (ctY-KS) 2