Introduction to LC Classification

Classification versus call numbers

• The class (classification) number is an aspect of subject cataloguing, a way of organizing subjects (or genres) of works, not by itself a way of locating a unique item.

  In the LC Classification system (LCC), the two are related in that the class number forms the first part of the call number.  This system contrasts with one that uses the class number in a catalogue for intellectual access, but some type of accession number in the catalogue and on the piece for physical access -- so that the functions are quite separate.

• The complete call number functions as a unique shelf identifier; there can be only one LC call number per book.

  The fact that the class number is part of the call number limits classification options.  LC's approach has been described as a "mark it and park it" system.  Among the challenges or frustrations of LC classification:  there is often no perfect class number, just multiple numbers that each reflect part of the topic, or one may be torn between two good numbers.  Yet one must choose only one class number.  Interdisciplinary topics create an especial problem.

Our focus here is on classification.  For additional information on LC call numbers, see the local document "Verifying Call Numbers in the Shelflist (When Cataloguing)."

Some features of LC Classification

• Enumerative system:  The LC classification system is an enumerative one, as opposed to, for example, Dewey's more theoretical basis for construction.

  The LC classification schedules (LCCS) and, until fairly recently, all class numbers in them, were designed to organize actual books in LC's own collection.   Apparent gaps are due to the lack of items on given topics in LC's collection.   The enumerative principle corresponds to the need for literary warrant to support LCSH.

  Because LC is, of course, a major research library, with a huge collection, North American academic libraries have tended to adopt LC as being suitable for our collections.  Overall, it has served the needs of multidisclipinary research institutions for decades.  (There are also economic advantages to being able to accept call numbers in bib records wholesale when they are based on LCC.)

  As part of the PCC SACO program, SACO members may submit suggestions for new LC class numbers.  Such numbers should still be based on the subjects or genres of actual publications in their own collections.

• Time-and-space bound:  Different schedules have been designed by different subject specialists at different times.  The first one, E-F, was published in 1901.  The patterns are not identical; each schedule tends to have its own quirks, although there have been some efforts more recently to standardize them as new editions are put out.  A few schedules (e.g., H) have been extensively overhauled in new editions, but others still reflect the state of disciplines and assumptions about the world prevalent when they were first compiled.

  "US-o-centrism":  The distribution and relative emphasis on topics sometimes reflects the fact that LC -- even though it contains an extremely impressive international collection -- has particularly collected and expected to collect materials of interest to a US institution.

  E.g.:

  The D schedule, published in 1916, is arranged in the order of areas' importance to the US in 1916, during World War I:

  DA -- Great Britain /the United Kingdom came first (with Ireland)

  DB -- represented the Austro-Hungarian Empire

               (Now listed as:  Austria; Liechtenstein; Czechoslovakia; Hungary)

  DC -- France

  DD -- Germany

  Various other European countries and groups of countries followed. Even Switzerland had its own class letters:

  DQ for Switzerland.

  On the other hand, the rest of the Eastern Hemisphere was fairly quickly dismissed:

  DS for all of Asia (!)

  DT for all of Africa (!)

  Within these schedules, the structures often reflect the colonial administrations of the early twentieth century.

  E.g.

  Vietnam:  Grouped under "French Indochina."  "Vietnam. Annam" is given only 4 numbers: DS 556-560.

  The result when Vietnam later became important to the US was the creation of many numbers that include decimals.  (NB:  The arrangement of decimals does not necessarily reflect a logical relationship, a subordination of topics – the use of decimals is simply a device for fitting topics in.)

  (Please note that, in the printed version of the LCC schedules produced by Gale, the D schedule has been broken down into 2 volumes, particularly to accommodate the expansion of DS and DT.)

  E.g.

  F:  Latin America is covered in F1201 to the end (F3799).  You will often see a class number in our shelflist with a long list of records, because a broad historical period was set up by LC for that one number, when a specialised system for a Latin American collection might well have broken the period down with 2-3 numbers.

  E.g.

  F1231	Mexican history, 1535-1810	341 hits in our shelflist as of 11 June 2007
  F1256	Chiapas (Mexico):  all aspects and periods of history and description	329 hits in our shelflist as of 12 June 2007

General principles for assigning LC class numbers

(Please see also the handout from LC's Subject Cataloging Manual:  Classification, F10:  "General Principles of Classification.")

A.      Specific rather than too broad

The principle of specificity applies as it does for LCSH.  Again, however, there is not necessarily a 1-to-1 correspondence between the topic and the class number, so numbers often have to be assigned that represent a broader scope of the subject than the work's content itself does.

If there are several subtopics of the same broader subject, one generally classes the work with that broader category, again, like LCSH.  One example:  conference proceedings often have fairly broad numbers assigned to them, reflecting the "common denominator" subject.

B.      Usually prefer topic over form

It is only if the subject is very general that one classes under the form.  Otherwise, one classes under the topic.

E.g.

Latin America (General) has specific class numbers for:

Periodicals; Societies; Collections	F1401
Congresses	F1403.9

However, a conference about intellectual life in Latin America would go under:

Latin America:  Intellectual life      F1408.3

not under the general Congresses number.

If a class number based on form is available, the subject should be about as broad as the subclass or section where that form number is located.

C.      Sometimes there is a choice between emphasis on topical or geographic focus.

If the schedule does not provide for both in a single class number, it may at least give guidelines as to which to prefer. The general priority for choice:

1. Specific instructions in the schedule for that topic and/or place

   E.g.      F2510.5    Brazilians in foreign countries (General)

             Note:  "For Brazilians in a particular country, see the country."

2. LC's practice for that number in the LC shelflist

3. Clear pattern in our shelflist (if any).

4. General guideline:  If there are no other indications, classify by topic.

D.      More than one topic:  If a work overs more than one topic (not 3 or more subtopics of a broader subject):

1. Check any special instructions in the schedule.

   E.g.      Mexico:  Antiquities:  notes at F1219.3

             "Class here general works on specific topics only.

             For works limited to specific peoples, see the people in F1219.7 or F1221.

             For works on special topics in specific localities see F1219.1.A-Z."

   (A general pattern in the F schedule for Indians of Latin America tends to be:  For topic vs people vs place, prefer place over people and people over topic.)

   E.g..      Statistics:  note at beginning of HA:

             "For applications of statistics in the social sciences, see the field."

   If no instructions are available:

2. Class according to the emphasis in the work.

   For example:  In a historical breakdown by period, if a work covers two time periods but covers the later period more than the earlier, with the earlier period covered primarily as background for the later, class with the later time period.

3. If there is no particular emphasis of one topic over another, class with the topic that is dealt with first.

   For example:  In a historical breakdown, if a work covers two time periods and covers them about equally, class with the earlier time period.

4. If there is not a straightforward order of topics, class based on:
   • Intent of the author (as indicated in the preface, cover blurbs, etc.)

     or

   • Where you think the work will be most useful in our collection.  For example:  In borderline cases, with about 50% coverage, we may lean towards classing a work to put it with a Latin American topic even when the work is only partly about Latin America.

Scope notes and references for possible alternative numbers are numerous in the schedules.

E.g.      Social and cultural anthropology, Ethnology:  Beginning of section, just above GN301:

          "Many topics provided for here represent concepts also encompassed by the discipline of sociology in HM.  In cases of overlap, the following principle should normally apply, unless specific instructions are made to the contrary.  Class here those works that deal with the nature of human societies in general, as well as those works that deal specifically with preliterate and/or folk societies.  For those works that deal principally with modern civilization, see HM.

Cf. [four alternative areas of the class schedules, for History of civilization; Human ecology; Manners and customs; and Sociology]."

These "cf." notes are not absolute instructions to use a different class number, but they provide suggestions about related class numbers or class number areas that you may want to consider and that might be more appropriate, depending on your specific case.

In-house verification of class numbers

In a rough order of priority, although in some situations you may want to interchange steps 3 and 4:

1. Shelflisting in Voyager -- online in Voyager (as you have already been doing:  the routine shelflisting procedure).  Whenever you encounter no problems -- which should be the majority of times -- you can stop with this step.  Check:
   • Appropriateness of classification; how the number has been applied in the past

   • Cutter, verifying that there is no conflict; when applicable, that the cuttering follows the pattern of other editions.

2. LC Classification Schedules (LCCS):  Consult the schedule only if the pattern in the shelflist is unclear (and while you are in training, as indicated by your trainer).  LCCS is currently available:
   • In paper form, from LC itself (we do not have the most recent updates from LC)

   • In paper form, from Gale -- which we shall use in the beginning stages of training

   • On the Web -- ClassWeb -- which you will probably use most of the time

3. Voyager subject heading searches:  Other bib records with the same subject heading(s) illustrate how call numbers that we have provided or accepted have applied a number.  They may help to:
   • Resolve questions about the actual use of a class number

   • Idenitfy a good class number to add to a record

4. LC Catalog Online:  To see how LC has used a number or classified a particular subject.

Previewing individual schedules

The general structure of the individual schedules:

• Synopsis -- very general outline of the subclasses

• Outline -- more detailed, with subclasses and number ranges

• Schedule itself

• Tables

• Index