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Mixed Translation Models for the DDC

Mixed Translation Models for the DDC. 10th International ISKO Conference Université de Montréal 6 August 2008 Joan S. Mitchell OCLC Ingebjørg Rype National Library of Norway Magdalena Svanberg National Library of Sweden. Outline. Background Basic design

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Mixed Translation Models for the DDC

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  1. Mixed Translation Models for the DDC 10th International ISKO Conference Université de Montréal 6 August 2008 Joan S. Mitchell OCLC Ingebjørg Rype National Library of Norway Magdalena Svanberg National Library of Sweden

  2. Outline • Background • Basic design • Pilot Norwegian study • What we have learned • Future work

  3. Why consider a mixed translation? • Faster translation process • Easier to maintain but • Usability as classifier’s tool and in end-user facing applications unknown

  4. Basic Design • Use DDC data in the vernacular as framework • Where needed, add English-language classes from full edition to complete hierarchies • Translate the auxiliary tables (Tables 1-6) in full • Use standard terminology for instructions in the language of each record (e.g., “Her:” / “Class here”) • Include logical abridgment instructions to address use by smaller collections • Provide separate indexes featuring the terminology available in each language

  5. DDK 5 • Norwegian abridgment of DDC 21 • Includes Tables 1-7 (Table 3 in single development) • Some alternative developments in education, history, and geographic areas • Uses standard option in law

  6. Norwegian Model: 370-372 Education Schedule • Base vernacular edition = Level of notation in DDK 5 • Update captions and notes to match equivalent classes in DDC 22 • Add English-language classes for rest of schedule records • Segment numbers in notes to level of DDK 5 • Address differences in levels of education and primary school curriculum

  7. Norwegian Model: 370-372 Index • Import DDK 5 index terms as basis for Norwegian index, but include full numbers • Where possible, supplement current Norwegian index with terms dropped from notes • Include separate full English-language index

  8. 370.152 (excerpt from DDK 5) 370.152 Kognitive prosesser Inkluderer: Hukommelse, læring, problemløsing, resonnement, tenking Her: Intelligens Læringsmotivasjon, se 370.154

  9. 370.152 (excerpt from Mixed) 370.152 Bevisste mentale prosesser og intelligens Forminndeling kan brukes for bevisste mentale prosesser og intelligens behandlet sammen, eller for bevisste mentale prosesser alene Inkluderer: Tenking Her: Kognitive prosesser Emosjoner, se 370.153/4; for Persepjon, se 370.155; for Fantasi og kreativitet, se 370.157 370.1522-370.1529 (English-language subdivisions)

  10. 370.152 (excerpt from Mixed— English-language subdivisions) 370.1522 Memory 370.1522 Learning For motivation to learn, see 370.154 370.1524 Reasoning Class here problem solving 370.1528 Behavior modification [formerly 370.153] Class behavior modification methods of instruction in 371.39/3 370.1529Intelligence Class here multiple intelligences For emotional intelligence, see 370.153/4

  11. 370.152 (excerpt from Mixed—Norwegian index terms) 370.1522 Memory Hukommelse—Pedagogisk psykologi 370.1522 Learning Læring—Pedagogisk psykologi 370.1524 Reasoning Problemløsing—Pedagogisk psykologi Resonnement—Pedagogisk psykologi 370.1528 Behavior modification [formerly 370.153] Atferd—Pedagogisk psykologi 370.1529Intelligence Intelligens—Pedagogisk psykologi

  12. Pilot Norwegian study • Build a Norwegian-English mixed translation of 370-372 • Recruit 19 librarians to participate in study from variety of library types to test usefulness as classifier’s tool • Classify test set of 20 titles (10 in Norwegian, 10 in English; all accompanied by rich metadata) using DDK 5, Mixed, and DDC 22 • Complete online questionnaire • Interview participants who completed initial study

  13. Pilot Study: Respondents 11 respondents (12 of 19 librarians recruited answered the survey; 2 answered jointly) • 2 public • 2 university • 1 vendor • 5 national library • 1 other (former national library)

  14. Preference as classification tool . . . • for English titles* • DDK 5 3 • Mixed 5 • DDC 22 5 • for Norwegian titles* • DDK 5 5 • Mixed 7 • DDC 22 0 *Multiple selections permitted on this question

  15. Design and Use of Mixed Edition

  16. Limitations of Study • Only 12 of 19 study participants completed the questionnaire; all 5 from national library but only 2 of 5 from public libraries • DDK 5 itself was not updated

  17. Pilot Study: Follow-up interviews • What did you like about the mixed edition? What didn’t you like? • Should we continue to study a mixed edition? • If yes, what do we need to take care of? Are there important features that we haven’t addressed? • Do you have any suggestions for how the mixed edition could be improved? • Do you have any comments on the survey itself? Are there questions that you found difficult to answer?

  18. 1a. What did you like? • Norwegian as main language • An index with more Norwegian terms • Ability to use Norwegian terms/categories but still have access to English edition • More expanded than DDK 5—easier to develop precise numbers • Useful to see subordinate terms—easier to classify when visible • Good to have one source to consult—if use DDK 5, often need to consult full international edition, too. Could be useful for large collections

  19. 1b. What did you dislike? • Confusing to change between languages—hierarchies in two languages increase possibility of mistakes • Not all Norwegian librarians have mastered English • Design--little distinction between edition in color, font, etc. • Confusing that Norwegian terms point to English classes • Need more comprehensive Norwegian index—more terms and additional aspects of subjects • Corrections/updates from DDK 5 missing from mixed • Numbers longer for small libraries

  20. What did we learn? • From pilot study responses • From building the mixed edition

  21. Pilot study results suggest . . . • Mixed approach appears to have some value, but further study is required • Some focus is needed on design considerations—the mix of languages can be confusing • There is a loss of information in the schedule itself when vernacular content is moved from notes to the index • More comprehensive indexing in Norwegian is needed and the possibility of a merged index should be explored

  22. Building the mixed edition . . . • Afforded a critical perspective on the general DDC framework in education • Reinforced the need for international cooperation on improving the general framework and facilitating local interoperable customizations in the DDC

  23. Future Work • Refine mixed-translation model and test further as classifier’s tool • Consider a pilot study in Sweden • Undertake separate study of mixed translation as an end-user facing tool • Explore how current research on multilingual representations of the DDC and automatic derivation of abridged editions might inform the design of a mixed translation (or other approaches) • Continue the formal decision-making process in Norway and Sweden on future translations of the DDC

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