Library Classification

Library classification is defined as a systematic organization of knowledge in which sources are arranged
according to a hierarchical classification scheme, allowing related materials to be grouped together and
providing orderly access on the shelf.

Library classification is the process of arranging the resources of a library in a logical order, from the
general to the specific, based on the main subject of a resource. The fundamental purpose of this
process is to facilitate the retrieval of the required information, i.e. to lead the user to the required book
or map or other type of resource. Resources on the same topics are shelved collectively.

Classification from the library science perspective is popularly discussed and more prevalent
compared to archival science. The history of library classification is noteworthy. From the
Baconian era until today, classification is observed philosophically, progressing from traditional
to modern library classification. The definition of classification has evolved, but what has
endured is the solid purpose of providing information retrieval.

Shupak (1974) describes classification as a mental process of ordering the universe and for the
library practice; it is a mere act of storing and locating documents in a collection of materials.
Philosophically, classification is a hierarchical ordering of the universe, from one concept
experience to another, by revising categories while building the knowledge consistently to
represent the universal order. In the 1950s, a new philosophy emerged in which library
classification is considered a computer-assisted shuffling device that allows for quick, subtle, and
efficient manipulations of ideas, facts, and subjects (Painter, 1974).

The Purposes of Library Classification

By Md. Ashikuzzaman / September 24, 2013

Library classification is a vital process in the organization and management of library collections,
serving as a framework to arrange materials systematically based on their subject matter. In an
era of rapidly growing information, libraries face the challenge of managing an ever-expanding
array of resources, from books and journals to digital materials. Effective classification systems,
such as the Dewey Decimal Classification (DDC), Library of Congress Classification (LCC), and
Colon Classification (CC), are crucial in making this information accessible to users. These
systems allow for the logical grouping of materials, ensuring users can easily locate the
necessary resources. By providing a structured approach to organizing knowledge, library
classification enhances the efficiency of library operations and supports the discovery and
retrieval of information, making it an indispensable aspect of modern library services.

The Purposes of Library Classification

Library classification plays a fundamental role in the organization and management of materials
within libraries, ensuring that resources are categorized and stored systematically for easy access.
Classification systems are crucial in libraries of all sizes, whether physical or digital, as they
enable efficient management of vast collections of books, journals, multimedia, and other forms
of information. This article explores the various purposes of library classification and its
significance in modern library systems.

1. Improving Accessibility and Efficiency:One of the primary purposes of library

classification is to enhance accessibility. Libraries house various materials across various
subjects and formats, and classification helps organize these materials so that users can
easily locate the resources they need. By grouping similar items together based on their
subject matter, classification systems like the Dewey Decimal Classification (DDC) and
Library of Congress Classification (LCC) provide a logical order for materials. This
structured arrangement significantly reduces the time and effort required to find
information, making it more accessible to all library users.
Whether a user is looking for a book on history, technology, or health, library
classification ensures that related materials are placed near one another, creating a
streamlined process for finding relevant resources. This increases the overall efficiency of
library systems and enhances user experience.
2. Organizing Resources Systematically:As libraries accumulate large volumes of
materials, having a systematic method for organizing them becomes indispensable.
Classification provides a structured approach that ensures materials are grouped
according to shared characteristics, such as subject, format, or content. This methodical
arrangement allows for better inventory management, efficient use of space, and
improved resource tracking.
Whether it’s organizing a new batch of books or managing digital resources,
classification ensures that library staff can maintain an organized and comprehensive
system. Without classification, libraries would face chaos, with materials scattered
haphazardly and difficult to locate. The systematic organization provided by
classification systems helps mitigate this risk.
3. Supporting Research and Study:Library classification is vital in supporting research
and study activities. In academic libraries, for example, students and researchers rely on a
well-organized system to find books, journals, and other resources that are essential for
their work. Classification helps ensure that materials on a similar subject are located in
close proximity to one another, allowing users to easily discover and explore various
aspects of a topic.
For researchers, classification aids in locating a diverse range of resources that may
contribute to a deeper understanding of their subject. It also enables them to access the
most relevant materials without wasting time searching through unrelated content. As
research increasingly requires access to a variety of sources, having a comprehensive
classification system becomes critical to academic success.
4. Encouraging Browsing and Discovery:Another important purpose of library
classification is to facilitate browsing and discovery. Libraries are not just about finding a
specific item; they also serve as spaces for users to explore new ideas, topics, and areas of
interest. Classification systems make it easy for users to navigate through broad
categories, uncovering materials they may not have initially sought.
For example, a user who initially visits the library to find a book on economics may
discover other related subjects, such as sociology, politics, or psychology, simply by
 browsing through the adjacent sections. This spontaneous exploration broadens their
knowledge and encourages learning beyond the immediate research goal.
5. Simplifying Library Management:Library classification is not only helpful for users
but also critical for the internal management of library collections. It streamlines
processes such as cataloging, inventory management, and resource tracking. Libraries
often manage thousands of items, and a classification system ensures that materials are
easily cataloged, stored, and retrieved.
By adopting a standardized classification system, libraries can efficiently track resources,
maintain records, and monitor their collection’s status. This internal organization
supports overall library functions, reducing the chances of misplacing materials or
encountering inventory discrepancies.
6. Facilitating Automation and Digital Libraries:With the growing reliance on
technology in modern libraries, classification systems play an important role in
automation. Digital libraries and online catalogs depend on well-defined classification
systems to index and retrieve information accurately. For instance, an online library
catalog allows users to search for materials by subject, author, or title, with classification
systems ensuring that search results are relevant and well-organized.
As libraries increasingly digitize their collections, a robust classification system is crucial
in enabling efficient search functionalities. Digital resources such as e-books, journals,
and multimedia files also need to be organized according to classification principles to
ensure they are easily searchable and accessible.
7. Supporting Interlibrary Loans and Resource Sharing:Library classification also
significantly facilitates interlibrary loans and resource sharing. When libraries use the
same classification systems, it becomes easier for them to exchange resources and ensure
that materials are accessible to a broader audience. Standardized classification systems
like DDC and LCC allow libraries to align their collections, making it possible for
patrons to access resources from different institutions.
For example, if a user cannot find a book at their local library, they can request it from
another library that uses the same classification system. This collaboration enhances the
library’s ability to meet the diverse needs of its patrons, promoting a more interconnected
and resourceful library network.
8. Promoting Standardization:Another key purpose of library classification is to promote
standardization across libraries. By adopting universal classification systems, libraries
worldwide can ensure consistency in organizing and accessing materials. This
standardization makes it easier for users to navigate libraries, whether they are visiting
their local library or an international institution.
For libraries involved in global knowledge sharing, such as academic libraries or research
institutions, standardized classification systems are essential in ensuring that materials are
categorized in a consistent manner. This uniformity fosters cooperation and ensures that
information is accessible to users across different regions.

Library classification is the backbone of effective library management, providing a structured

and efficient way to organize resources. From improving accessibility and supporting research to
promoting interlibrary collaboration and fostering standardization, classification systems are
indispensable tools that ensure libraries function smoothly and meet the diverse needs of their
users. As the landscape of libraries continues to evolve with the rise of digital technologies, the
importance of classification will only grow, making it a critical element in the continued success
of libraries worldwide.

Library classification schemes are systems used by libraries to organize and arrange their
collections in a structured manner, making it easier for users to locate and access resources.
These schemes categorize books, journals, and other materials based on subject matter, ensuring
that related works are grouped together. A classification scheme provides a systematic approach
to organizing knowledge, helping to manage vast collections efficiently.

There are various types of library classification schemes, such as the Dewey Decimal
Classification (DDC), the Library of Congress Classification (LCC), and the Colon
Classification (CC), each with its own structure and focus. These systems use a combination of
numbers, letters, and symbols to represent different subjects, making it possible for library users
to navigate the collection by topic. The ultimate goal of a library classification scheme is to
enhance information retrieval, support academic research, and improve the overall accessibility
of library resources.

What are Library Classification Schemes?

Library classification schemes are systematic systems used by libraries to organize and arrange
their collections of books, journals, and other materials in a structured and logical manner. These
schemes are essential for creating order in a library, as they categorize materials based on
subjects, topics, or themes, ensuring that related works are grouped together. The primary goal of
a library classification scheme is to facilitate easy access to resources, streamline the process of
information retrieval, and enhance the overall user experience in the library.

There are several library classification schemes, with the most widely used being the Dewey
Decimal Classification (DDC) and the Library of Congress Classification (LCC). The Dewey
Decimal Classification divides knowledge into ten broad classes, each further subdivided into
more specific topics, making it easier for users to find materials by subject. On the other hand,
the Library of Congress Classification system is more detailed and is often used in academic and
research libraries. It organizes knowledge into 21 main classes, allowing for a more
comprehensive arrangement of specialized subjects.

Another notable scheme is the Colon Classification, developed by S.R. Ranganathan, which is
widely used in Indian libraries. It is unique in that it uses colons to separate different facets of
subjects, thus providing a flexible way to represent complex topics. Regardless of the specific
system, library classification schemes are designed to organize vast amounts of information in a
way that is both logical and accessible, ensuring that users can easily navigate library collections
to find the resources they need.
Features of the Library Classification Scheme
Library classification schemes are essential tools for organizing vast amounts of information
within a library, enabling efficient information retrieval and better management of resources.
These schemes use systematic methods to arrange books, journals, and other materials based on
their subjects, facilitating easy access for library users. The features of a library classification
scheme are designed to ensure that information is categorized logically and consistently, thus
improving the overall user experience and enhancing the library’s ability to serve its community.
Below are the key features that make library classification schemes effective and indispensable
in modern libraries.

1. Systematic Organization of Knowledge:One of the primary features of a library

classification scheme is its systematic organization of knowledge. It divides information
into broad categories or classes, which are then further subdivided into narrower
subcategories. This hierarchical structure ensures that related materials are grouped
together, making it easier for library users to find specific items. For example, in the
Dewey Decimal Classification (DDC), the class “Science” is further divided into topics
such as Physics (530), Chemistry (540), and Biology (570), among others. Such an
organization helps users locate materials on a specific subject efficiently.
2. Use of Numbers and/or Symbols:Library classification schemes typically rely on a
combination of numbers, letters, or symbols to represent subjects and their subdivisions.
These codes act as a shorthand for the subject areas and make it possible to organize large
volumes of information. For instance, the Dewey Decimal Classification (DDC) uses
numbers (e.g., 500 for natural sciences), while the Library of Congress Classification
(LCC) uses a mix of letters and numbers (e.g., Q for Science, QA for Mathematics). The
alphanumeric codes provide a unique identifier for each subject, helping to keep related
materials together and ensuring a logical flow throughout the library.
3. Faceted Classification:Some classification schemes, such as the Colon Classification
developed by S.R. Ranganathan, use a faceted approach to classification. In this system,
multiple facets or aspects of a subject are considered and assigned a separate code. This
allows for more detailed and flexible categorization, making it easier to reflect the
complexities of modern subjects. For example, a book on environmental science may be
classified under the facets of “environment,” “pollution,” and “ecology,” which helps
categorize the material in a nuanced way. This flexibility ensures that users can find
materials from multiple perspectives or disciplines related to a subject.
4. Hierarchical Structure:Most library classification schemes have a hierarchical structure
that organizes subjects from the broadest categories to the most specific topics. This
hierarchy allows for the organization of knowledge in a manner that reflects the natural
relationships between concepts. In the DDC system, for example, the category
“Philosophy and Psychology” (100) is further subdivided into more specific topics like
“Logic” (160) and “Ethics” (170). This hierarchical arrangement helps users navigate the
library collection more easily by progressing from general categories to more focused
areas.
5. Standardization:One of the most important features of library classification schemes is
their standardization. Classification systems are universally applied in libraries across the
world, ensuring consistency and uniformity in how materials are organized.
 Standardization helps avoid confusion and ensures that materials on similar topics are
grouped together regardless of their location. The use of standardized codes and
categories allows users to move between different libraries and easily locate materials on
a particular subject. For example, the DDC is used globally, meaning a book about
biology classified under “570” in one library will be placed in the same section in another
library that uses the same system.
6. Flexibility:While classification schemes are standardized, they are also flexible enough
to accommodate the dynamic nature of knowledge. As new fields of study emerge or
existing fields evolve, classification systems can be updated to include these changes. For
instance, the rise of digital technology and new scientific discoveries have led to
revisions and additions to existing classification schemes. This flexibility ensures that
library systems remain relevant and capable of handling new materials. The ability to
adapt to emerging knowledge fields ensures that libraries can continue to provide users
with access to the latest research and developments.
7. Improved Information Retrieval:The main purpose of a library classification scheme is
to facilitate easy and efficient information retrieval. By grouping related materials
together and assigning them specific codes, users can quickly locate the resources they
need. Whether using a physical card catalog or an online catalog system, classification
schemes provide an efficient way to search for books and other resources based on their
subject matter. This feature not only improves user experience but also saves time and
enhances research efficiency. With a well-organized classification system, library users
can locate materials on a particular subject without unnecessary delays.
8. Scalability:Library classification schemes are scalable, meaning they can be applied to
libraries of any size. Whether it’s a small community library or a large academic
institution, classification schemes provide a framework that can accommodate both small
and extensive collections. The hierarchical structure allows the system to expand as new
resources are added. This scalability ensures that libraries can continue to grow and
organize their collections without losing coherence or order.
9. Cross-Referencing and Synonyms:Many classification systems include cross-references
or synonyms to ensure that users can find materials under different terms. For example, a
book on “artificial intelligence” may be cross-referenced with “machine learning” to
ensure that users can find the materials they need even if they search using different
terminology. Cross-referencing enhances accessibility by allowing users to search for
information in multiple ways, increasing the effectiveness of the classification scheme.
10. Subject-Based Organization:A key feature of library classification systems is that they
are subject-based, meaning materials are classified according to the content or topic they
cover. This organization ensures that related materials are grouped together, making it
easy for users to find all available resources on a particular subject. Whether it is a book,
journal, or reference work, the subject-based organization makes sure that all materials
related to a specific field or topic are located in the same general area, improving the
overall browsing experience.

The features of a library classification scheme are designed to enhance the organization and
accessibility of library collections. Through systematic organization, hierarchical structure, and
flexible categorization, these schemes ensure that users can easily find materials based on subject,
saving time and improving the overall library experience. Standardization and scalability allow
these systems to be applied to libraries of all sizes, making them an essential tool for managing
both physical and digital collections. Ultimately, the goal of any library classification scheme is
to provide users with an efficient, intuitive, and comprehensive method for accessing information.

Some of the Prominent Library Classification Schemes

Here are some prominent library classification schemes:

Dewey Decimal Classification

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"Dewey Decimal" redirects here. It is not to be confused with Duodecimal.

Books classified by the Dewey Decimal System in a Hong Kong library

The Dewey Decimal Classification (DDC), colloquially the Dewey Decimal System, is a
proprietary library classification system first published in the United States by Melvil Dewey in
1876.[1] Originally described in a four-page pamphlet, it has been expanded to multiple volumes
and revised through 23 major editions, the latest printed in 2011. It is also available in an
abridged version suitable for smaller libraries. OCLC, a non-profit cooperative that serves
libraries, currently maintains the system and licenses online access to WebDewey, a
continuously updated version for catalogers.

The Decimal Classification introduced the concepts of relative location and relative index which
allow new books to be added to a library in their appropriate location based on subject. Libraries
previously had given books permanent shelf locations that were related to the order of
acquisition rather than topic. The classification's notation makes use of three-digit Arabic
numerals for main classes, with fractional decimals allowing expansion for further detail. Using
Arabic numerals for symbols, it is flexible to the degree that numbers can be expanded in linear
fashion to cover special aspects of general subjects.[2] A library assigns a classification number
that unambiguously locates a particular volume in a position relative to other books in the library,
on the basis of its subject. The number makes it possible to find any book and to return it to its
proper place on the library shelves.[notes 1] The classification system is used in 200,000 libraries in
at least 135 countries.[3][4]
Design
The Dewey Decimal Classification organizes library materials by discipline or field of study.
Main divisions include philosophy, social sciences, science, technology, and history. The scheme
comprises ten classes, each divided into ten divisions, each having ten sections. The system's
notation uses Arabic numbers, with three whole numbers making up the main classes and sub-
classes and decimals designating further divisions. The classification structure is hierarchical and
the notation follows the same hierarchy. Libraries not needing the full level of detail of the
classification can trim right-most decimal digits from the class number to obtain more general
classifications.[41] For example:

500 Natural sciences and mathematics

510 Mathematics
516 Geometry
516.3 Analytic geometries
516.37 Metric differential geometries
516.375 Finsler geometry

The classification was originally enumerative, meaning that it listed all of the classes explicitly
in the schedules. Over time it added some aspects of a faceted classification scheme, allowing
classifiers to construct a number by combining a class number for a topic with an entry from a
separate table. Tables cover commonly-used elements such as geographical and temporal aspects,
language, and bibliographic forms. For example, a class number could be constructed using 330
for economics + .9 for geographic treatment + .04 for Europe to create the class 330.94 European
economy. Or one could combine the class 973 (for the United States) + .05 (for periodical
publications on the topic) to arrive at the number 973.05 for periodicals concerning the United
States generally. The classification also makes use of mnemonics in some areas, such that the
number 5 represents the country Italy in classification numbers like 945 (history of Italy), 450
(Italian language), 195 (Italian philosophy). The combination of faceting and mnemonics makes
the classification synthetic in nature, with meaning built into parts of the classification number.[42]

The Dewey Decimal Classification has a number for all subjects, including fiction, although
many libraries maintain a separate fiction section shelved by alphabetical order of the author's
surname. Each assigned number consists of two parts: a class number (from the Dewey system)
and a book number, which "prevents confusion of different books on the same subject".[7] A
common form of the book number is called a Cutter number, which represents the author and
distinguishes the book from other books on the same topic.[43]

Classes

Main article: List of Dewey Decimal classes

(From DDC 23[44])

 000 – Computer science, information & general works

 100 – Philosophy & psychology
  200 – Religion
 300 – Social sciences
 400 – Language
 500 – Pure Science
 600 – Technology
 700 – Arts & recreation
 800 – Literature
 900 – History & geography

Tables

(From DDC 23[44])

 T1 Standard Subdivisions
 T2 Geographic Areas, Historical Periods, Biography
 T3 Subdivisions for the Arts, for Individual Literatures, for Specific Literary Forms
o T3A Subdivisions for Works by or about Individual Authors
o T3B Subdivisions for Works by or about More than One Author
o T3C Notation to Be Added Where Instructed in Table 3B, 700.4, 791.4, 808–809
 T4 Subdivisions of Individual Languages and Language Families
 T5 Ethnic and National Groups
 T6 Languages

Relative Index

The Relative Index (or, as Dewey spelled it, "Relativ Index") is an alphabetical index to the
classification, for use both by classifiers but also by library users when seeking books by topic.
The index was "relative" because the index entries pointed to the class numbers, not to the page
numbers of the printed classification schedule. In this way, the Dewey Decimal Classification
itself had the same relative positioning as the library shelf and could be used either as an entry
point to the classification, by catalogers, or as an index to the Dewey-classed library itself.[45]
 History of Dewey Decimal Classification (DDC)

The Dewey Decimal Classification (DDC) system is a general knowledge classification tool used
in library classification that is continuously revised to keep pace with current knowledge. This
system first published in the United States of America by Melvil Dewey in 1876. Currently DDC
is published by OCLC (Online Computer Library Center), and it is the most widely used
classification system in the world translated into more than 30 languages. It has been revides and
expended through 23 major editions and the latest issued in

2011.

Dewey Decimal Classification (DDC) is the most popular of all the modern library classification
schemes. It was devised by Melville Dewey in 1876. It provides a systematic arrangement of all
the materials mechanized by notation of great simplicity and apparent flexibility. With the
emergence of DDC, the principle of relative location of books on shelf according to the subject
became perfectly feasible and it replaced the then existing practice of a fixed location, when a
certain number of shelves were allotted to each subject and each book was identified by the shelf
number and its position on the shelf. As a matter of fact, all our decimal fraction notation, but for
the convenience of remembering the number, the decimal point is inserted after the third digit.
Sub-divisions are carried out decimally and all numbers are read as decimals. At each stage,
there are nine coordinate divisions whenever there are more than nine divisions of equal status,
the eight are named and the remaining are covered in the nine division i.e. ‘others’. The use of
simple and pure notation that is Indian numbers, provision of form division andrelative index has
made DDC very popular.

Different Editions of DDC:

 Edition Year of Publication Total Pages Editiors
1 edition
st
1876 44 Melvil Dewey
2nd edition 1885 314 Melvil Dewey & W.S. Biscoe
3rd edition 1888 416 Melvil Dewey & W.S. Biscoe
4th edition 1891 466 E. May Seymour
5th edition 1894 467 E. May Seymour
6th edition 1899 511 E. May Seymour
7th edition 1911 792 E. May Seymour
8th edition 1913 850 E. May Seymour
9th edition 1915 856 E. May Seymour
10th edition 1919 940 E. May Seymour
11th edition 1922 988 J. Dorkas Fellows
12th edition 1927 1243 J. Dorkas Fellows
13 edition 1932 1647 J. Dorkas Fellows & M.W. Ge tchell
14 edition 1942 1927 Constantin Mazney & M. W. Getchell
15 edition 1951 716 Milton J. Fergusom
15 revised edition 1952 927 Godfrey Dewey
16 edition 1958 2439 Benjamin A. Custer & D. Haykin
17 edition 1965 2153 Benjamin A. Custer & D. Haykin
18 edition 1971 2718 Benjamin A. Custer
19 edition 1979 3385 Benjamin A. Custer
20 edition 1989 3388 Benjamin A. Custer
21 edition 1996 4115 J.P. Comaromi
22 edition 2003 4076 J. Mitchell
23 edition 2011 J. Mitchell

Features of the Dewey Decimal Classification:

Decimal Classification is an almost enumerative scheme of classification. Since 1876 to

2011(23rd edition) this scheme did not look back, and its popularity has grown day by day
throughout the world. This statement can be justified by the fact that DC has been translated into
many languages, such as Chinese, Spanish, Danish, Turkish, Japanese, Hindi, Portuguese,
Sinhalese and several other languages across the globe. Dewey introduced the notion of using
notation for the subjects in his scheme and applying the notation to the book and not to the
shelves. But certain features forming the basis of its present form can be still recognized as
follows:

1. Universal Scheme: A distinctive feature of the DDC is that its classes reflect all the
areas of specialized knowledge developed in modern society. These specialized areas are
loosely put together in the main classes in the scheme, able it in this manner the principle
of collation of bringing of related subjects in close proximity is sometimes violated.
2. Relative Location: In his scheme, Melvil Dewey introduced the brainwave of‘relative
location’ as opposed to ‘fixed location.’ For this purpose, heutilized the decimal notation
consisting of Arabic numerals for the subjects and assigning that notation to the books on
the basis of thought content and not on the basis of the shelves. In this method, a new
book on a given subject may be put in between the existing sequence at the required
position, directed by the notation assigned to that book and there is no necessity to put the
book at the end of the sequence as had been the practice in “fixed location.”
3. Decimal Notation: Melvil Dewey used decimal fraction notation for the arrangement of
knowledge on the shelves. Indo-Arabic numerals (0 to 9) are used decimally for the sub-
divisions of knowledge. In this process, the universe of subjects is divided into ten main
classes, each of which is again divided into ten divisions. Again each division is further
divided into ten sections. At each stage of division, a given number is sub-divided
decimally. All the class numbers in DDC are decimal fractions.
4. Minute Division: The first edition of DDC consisted of only 42 pages and at that time, it
was criticized for its being too broad in its sub-division. The number of pages had since
been increasing as shown in Table 1. This growth suggests the enormous number of sub-
divisions which are possible and useful for minute classification. Dewey emphasized the
need of minute division as “the advantage of close classing is unquestioned if the user
knows just what it is.”
5. Mnemonics: Another important feature of DDC is mnemonics, which means ‘aid to
memory.’ In DDC, mnemonics are available for subject synthesis. The use of consistent
order in the subject division of different classes produces mnemonics. There are various
tables, such as, Area Table, Language Table, Standard Division Table, etc. which are
used to achieve subject synthesis. The user may also find Scheduled Mnemonics,
Systematic Mnemonics and Alphabetical Mnemonics at a few places in DDC.
6. Integrity of Numbers: One of the most important features of DDC is the integrity of
numbers. To incorporate new developments and to keep pace with the growth of
knowledge, a scheme of classification should be revised continually, without changing
the basic structure, so that the professionals may accept the revised edition without
hesitation.
7. Auxiliary Tables: Auxiliary tables provide an important basis for preparing numbers and
lead to uniform meanings of numbers when used in various contexts. A document, which
is a source of knowledge, always has some physical form. Melvil Dewey in the second
edition of the scheme published in 1885 introduced the concept of “Form Divisions” to
be used for the sub-divisions of a subject based on the characteristics of documents,
either in accordance with the point of view of the author, i.e. Bibliographical,
Philosophical, Theoretical, Historical or in accordance with the form of thought content
in documents, i.e. Digest, Manual, Monograph, Dictionary, Periodical or Manual. The
“form divisions,” could be attached to any class number according to the instructions
provided therein. The system of ‘form divisions’ remained in use up to the 12th edition.
The 13th edition consisted of 5 “Auxiliary Schedules.” The 14th edition had 4 tables. In
the 15th edition, the conventional 9 form divisions, i.e. 01-09 were annexed along with the
tables,without any detailed sub-divisions. The word ‘Form divisions’ was replaced
by“Standard Subdivisions’ in the 17thedition, along with new area table in volume
2(Index). The 18th, 19th and 20th editions consist of 7 auxiliary tables which are detailed
under DDC 20.
Structure of Dewey Decimal Classification:

1. Schedule: A basic premise of DDC is that it is arranged by discipline and not by subject.
At the broadest level, the DDC is divided into ten main classes, which together cover the
entire world of knowledge. Each main class is further divided into ten divisions, and each
division into ten sections (not all the numbers for the divisions and sections have been
used). The three summaries of the DDC are as given:
2. Summaries: Summaries provide an overview of the intellectual and notational structure
of classes. Three types of summaries appear in the schedules and tables of DDC. The
summaries of the schedules as a whole are found at the front of the schedules (Volume 2-
3). Single level summaries in the schedules and tables provide an overview of classes that
have sub-divisions extending over more than two pages. Multi-level summaries are
provided for eight major divisions and the Area Tables for Europe and North America.

The First Summary: Contains the ten main classes. The first digit in each three-digit number
represents the main class.

000 Computers, information & general reference

100 Religion
200 Philosophy & psychology
300 Social sciences
400 Language
500 Science
600 Technology
700 Arts & recreation
800 Literature
900 History & geography

The Second Summary: Contains the hundred divisions. The second digit in each three-digit
number indicates the division.

500 Science
000 Computer science, knowledge & systems
510 Mathematics
010 Bibliographies
520 Astronomy
020 Library & information sciences
530 Physics
030 Encyclopedias & books of facts
540 Chemistry
040 [Unassigned] 050 Magazines, journals & serials
550 Earth sciences & geology
060 Associations, organizations & museums
560 Fossils & prehistoric life
070 News media, journalism & publishing
570 Life sciences; biology
080 Quotations
580 Plants (Botany)
090 Manuscripts & rare books
590 Animals (Zoology)
100 Philosophy 600 Technology
110 Metaphysics 610 Medicine & health
120 Epistemology 620 Engineering
130 Parapsychology & occultism 630 Agriculture
140 Philosophical schools of thought 640 Home & family management
150 Psychology 650 Management & public relations
160 Logic 660 Chemical engineering
170 Ethics 670 Manufacturing
180 Ancient, medieval & eastern philosophy 680 Manufacture for specific uses
190 Modern western philosophy 690 Building & construction
200 Religion 700 Arts
210 Philosophy & theory of religion 710 Landscaping & area planning
220 The Bible 720 Architecture
230 Christianity & Christian theology 730 Sculpture, ceramics & metalwork
240 Christian practice & observance 740 Drawing & decorative arts
250 Christian pastoral practice & religious orders 750 Painting
260 Christian organization, social work & worship 760 Graphic arts
270 History of Christianity 770 Photography & computer art
280 Christian denominations 780 Music
290 Other religions 790 Sports, games & entertainment
300 Social sciences, sociology & anthropology 800 Literature, rhetoric & criticism
310 Statistics 810 American literature in English
320 Political science 820 English & Old English literatures
330 Economics 830 German & related literatures
340 Law 840 French & related literatures
350 Public administration & military science 850 Italian, Romanian & related literatures
360 Social problems & social services 860 Spanish & Portuguese literatures
370 Education 870 Latin & Italic literatures
380 Commerce, communications & transportation 880 Classical & modern Greek literatures
390 Customs, etiquette & folklore 890 Other literatures
400 Language 900 History
410 Linguistics 910 Geography & travel
420 English & Old English languages 920 Biography & genealogy
430 German & related languages 930 History of ancient world (to ca. 499)
440 French & related languages 940 History of Europe
450 Italian, Romanian & related languages 950 History of Asia
460 Spanish & Portuguese languages 960 History of Africa
470 Latin & Italic languages 970 History of North America
480 Classical & modern Greek languages 980 History of South America
490 Other languages 990 History of other areas

The Third Summary: contains thousand sections. The third digit in each three-digit number
indicates the section. Thus 530 is used for general works on physics, 531 for classical mechanics,
532 for fluid mechanics, 533 for gas mechanics. Arabic numerals are used to represent each class
in the DDC. A decimal point follows the third digit in a class number, after which division by ten
continues to the specific degree of classification needed.

DDC Relative Index:

Relative index is appended to the schedules of book classification. It is the most important
feature of this scheme; arranged in an alphabetical order and aims to include all topics expressed
or implied in the main tables together with every likely synonym. Theindex is comprehensive
one but exhaustive. The topics whichare further sub-divided inthe table are entered in the bold
face type. The specific items in the sub-divisions areentered directly under their own name. The
index is relative in the sense that each phaseof the subject is noted. If a topic is treated intwo or
more classes, the number it takes ineach group is taken. The use of the index is not limited to
locating topic in the tables, ithas equal value in locating topic on the shelves and in fact the
reader’s key to the shelfarrangement in every library in which the DDC is being used.

Colon Classification

Colon Classification is one of the most systematic schemes of Library Classifications used in
many libraries in India and a few libraries abroad as well. This was devised by the late Dr. S.R.
Ranganathan. He found the existing scheme of library classification unable to cope with the
multidimensional dynamic growth of universe of subjects. Colon Classification proceeds in a
different manner in spite of enumerating all possible subjects and their sub-divisions, it analyses
the subject in its various components and places them under five fundamental categories known
as personality, matter, energy, space and time. To connect or to synthesize the various
components of a subject, different connection symbols have been provided. Readymade class
numbers are also available, but to build a class number, one has to analyze and pick up the
possible isolates belonging to different fundamental categories which are then put together with
the help appropriate connecting symbols. Colon Classification involves analysis and synthesis
that is why it is known as the ‘Analytico-synthetic’ scheme of classification. The number
building makes the scheme somewhat complicated and difficult to work with, but once
understood and followed it works efficiently and effectively. The Colon Classification is a
general scheme which aims to classify by subject all kinds of documents- books, periodicals,
reports, pamphlets, microforms and electronic media in all kinds of libraries. CC is al andmark in
the modern classification thought and has greatly influenced the modern classification research
and developments.

1.1 Colon Classification:

Colon Classification (CC) is the brain – child of Shiyali Rarnamrita Ranganathan. It was first
published in the year 1933 (Ranganathan, 1933). Till now seven editions of CC have been
published. The seven editions as per their features are grouped in three groups called versions
(Gopinath, 1976).

Version 1- Rigidly faceted classification schemes: First, second and third editions of CC belong
to this version. Editions of this version used only one facet indicator digit i.e. Colon (:). That is
the reason it got the name Colon Classification. Editions belonging to this version gave short
schedules of basic subjects, few common isolates and a large number of special isolates.
Version 2- Almost freely faceted classification schemes: Fourth, the fifth and sixth edition of CC
belong to this version. This version is called as almost freely faceted version because it used
different facet indicator digits for different facets such as:

Facet Indicator digit used

i. Personality , (Comma)

ii. Matter ; (Semi-colon)

iii. Energy : (Colon)

iv. Space . (Dot)

v. Time ‘ (Single inverted comma)

Editions of this version of CC also introduced the concept of Rounds and Levels to remove the
severe rigidity.

Version 3 – Freely faceted classification schemes: Seventh edition of CC (Ranganathan, 1987)

published in the year 1987 represents the third version. This edition incorporates findings of a
dynamic theory of classification (Gopinath, 1976). Being a freely faceted classification scheme it
has no rigid formula for compound subject going with the basic subject.

1.1.1 The postulational approach: The universe of subjects as represented by documents is

multidimensional. However, the documents can be arranged on the library shelves only in a
linear manner. It is difficult to arrange the multidimensional universe of subjects in an uni-
dimensional way. To overcome this difficulty Ranganathan resorted to the postulational
approach.

‘A postulate is a statement about which we cannot use either of the epithets ‘right’ or ‘wrong’.
We can only speak of a set of postulate as helpful or unhelpful’ (Ranganathan, 1962). Gopinath
discusses postulational approach and believes that it has provided objectivity and scientific basis
to CC (Gopinath, 1986). M. M. Kashyap reviews development and impact of postulational
approach (Kashyap, 1986).

1.1.2 Postulate of Fundamental Categories: Ranganathan has based his CC on many postulates.
The postulate of fundamental categories is one of them. According to Ranganathan there are five
and only five fundamental categories- viz. Time, Space, Energy, Matter and Personality, which
are defined by enumeration only (Ranganathan, 1989d). The number of categories, however,
differ from person to person (Seetharama, 1972). These categories being postulates have no
scientific justification but are extremely useful in library classification. Ranganathan not only
enumerated the fundamental categories but also recommended their sequence as PMEST.
Hemalata Iyer analyzes this sequence in the context of user preferences. (Iyer, 1986). Based on
the fundamental categories, Ranganathan developed the concept of facet analysis. Facet analysis
is useful in designing faceted / analytico-synthetic classification schemes. Facet analysis has
many more applications which are described by Devadasan (1986). The terms representing
fundamental categories may have different meanings in different subjects, however Ranganathan
used them with a specific context i.e.

[Link] Personality: Personality covers manifestations of wholeness, for example, chemical

compounds, plants and animals and parts of them, languages religions, etc. The other
Fundamental Categories are attributes of Personality.

Without Personality, there can be no organ, constituent, attribute, action, reaction or incidence in
space and time. Personality forms the basis, the host, locus of all other categories. In the main
class ‘library and information science’ (LIS) concepts like libraries, information sources, library
personnel, and users form the locus to the other fundamental categories. That is the reason these
isolates belong to the fundamental category, Personality.

The fundamental category, Personality presents great difficulty in its identification. It is too
elusive. It is ineffable (Ranganathan, 1989e). As it is difficult to identify the fundamental
category, Personality, Ranganathan suggested the ‘method of residues’ for its identification.

Norman Roberts provides a definitional analysis of Personality and discusses the limitations of
this concept (Roberts, 1969). Foskett (1961) and Grolier (1962) provide a critical evaluation of
Personality.

[Link] Matter: Since the recent past name of the fundamental category Matter is replaced by
Matter Property [MP]. Initially, as Ranganathan claimed this fundamental category represented
materials only. Later on two more manifestations of this category were identified, i.e. Matter
Property and Matter Method. (Ranganathan, 1971). Library activities like classification,
cataloguing, circulation, etc. for example, represent the property of the Personality of the library.
So they belonged to Matter facet. The fundamental category Matter Method mostly manifests in
science and technology subjects. For example in the main class ‘geology’ isolates like
‘mechanical, seismological’, etc. manifest as Matter Method isolates. Neelameghan and
Gopinath (1967) discuss the problems in grouping of [MP] isolates and solutions thereto.

[Link] Energy: The fundamental category, Energy represents action. The action may be among
and by all kinds of entities- inanimate, animate, conceptual, intellectual and intuitive
(Ranganathan, 1989f). In the main class ‘library science’ computerization, preservation,
management, etc. are examples of the manifestation of the fundamental category, Energy.

[Link] Space and Time: The fundamental category ‘Space’ represents the geographical area
and ‘Time’ represents period.

1.1.3 Postulates of rounds and levels: Recurring manifestation of the aforementioned

fundamental categories is required for classifying subjects of greater intention. This need is
fulfilled by postulates of rounds and levels.

[Link] Postulate of rounds: According to this postulate the fundamental category, Personality,
Matter and Energy may manifest itself in one and the same subject more than once (Ranganathan,
1989g). Ordinarily, the fundamental categories, Space and Time may manifest only once in the
last round.

[Link] Postulate of levels: According to this postulate the fundamental category, Personality
and Matter may manifest itself more than once in one and the same round within a subject
(Ranganathan, 1989g).

1.1.4 Postulate of quasi-isolate: Name of the characteristics used to represent an isolated idea or
a spectator is called quasi-isolate (QI). It is so called because it does not represent a true isolate
idea, e.g. the ‘Personality’ isolates of the main class ‘Sociology’ in the seventh edition of CC are
first represented as (QI). These are for example, ‘By age’, ‘By residence’, etc. (Ranganathan,
1987b). Similarly in the main class `Educational Psychology’ the speciators are grouped under
various quasi isolates (QIs) (Ranganathan, 1987c). Some times a particular facet may have a
large number of (QIs). When the number of (QIs) is large the problem of their ranking arises. As
a solution to this Neelameghan and Gopinath (1966) suggested ‘Group Strategy’. Group strategy
is a useful method for grouping (QIs).

1.1.5 Postulate of speciator: Speciator is an isolated idea used as a qualifier for an isolate or
another speciator. When a sub isolate i.e. a qualifier to an isolate, has a possibility of going with
more than one isolates, it is listed as speciator, instead of chain division, e. g. the sub isolate
‘computerized’ can go with the isolates such as cataloguing, classification, circulation, etc. As
such the sub isolate ‘computerized’ is listed as a speciator, only once, and can be combined with
any appropriate isolate as and when needed to form class number for a compound subject.

[Link] Kinds of speciators: There are two kinds of speciators. Speciator kind 1 (Spl) qualifies
an isolate idea, e.g. ‘branch’ a (Spl ) may qualify the isolate ‘library’ in the main class LIS to
represent the subject ‘branch library’. The connecting symbol hyphen (-) is used to connect the
speciator kind I to an isolate.

Speciator kind 2 (Sp2) qualifies the speciator kind 1, e.g. ‘abstracting sources’ is a speciator kind
1. It qualifies the isolate idea information sources. The proper name Library and Information
Science Abstracts (LISA) is speciator kind 2, as it qualifies the speciator kind I ‘abstracting
sources’. Speciator kind 2 are attached to speciator kind 1 by using the connecting symbol ‘equal
to’ (=). Neelameghan and Gopinath (1973) provide meaning and use of (Sp2) through a case
study.

History of Colon Classification:

Shiyali Ramamrita Ranganathan, the author of Colon Classification began his career as a teacher
of mathematics. However in 1924, he was appointed Librarian of the University of Madras. He
went to England in 1924 to study library science at the University of London, School of
Librarianship. Dissatisfied with the existing schemes of library classification, his experience led
him “to think that a change was necessary in the basic principles on which schemes of
classification are established. While in London, Ranganathan designed a layout for the new
scheme and constructed the schedules of a few subjects for different facets as samples. In about a
year, he found the colon device to be extremely useful. With the help of few subject specialists,
the schedules were completed in 1927. In 1932, the scheme was ready to be printed. Thus, in
1933, the first edition of colon classification was released. Till now, six editions including the
reprinting of 6th edition, published in 1963of CC have been

published.
Different Editions of Colon Classification:
The Colon Classification (CC) first designed from 1924 to 1928 and published first in 1933 by
the Madras Library Association is now in its 7th edition released in 1987. The sixth edition still
the most popular one was published in 1960. A reprint with some amendments contained in an
an nexure was issued in 1963. This manual aiming to be a guide to the use of CC -6, explains the
construction of class numbers by this edition (1963) which was reprinted in 1964 and 1969 by its
publishers Asia Publishing House Bombay. Since 1989 this edition with annexure has been
reprinted many times by the Sarda Ranganathan Endowment for Library Science.
Editions Year
1 Edition
st
1933
2 Edition
st
1939
3 Edition
rd
1950
4th Edition 1952
5 Edition
th
1957
6 Edition
th
1960
7 Edition
th
1987

Notational System:

The Notational System of Colon Classification used for assigning numbers to basic subjects
consists of:

 23 Roman small letters (a…z excluding i, l, o)

 10 Indo Arabic numerals (0-9)
 26 Roman Capital letters (A–Z)
  Bracketed numbers
 Indicator digit hyphen (-) and asterisk (*)

Z, 0 (zero) or 9 (nine) is used to represent an empty digit. T,V,X & Z are used as emptying digits,
however, when these occur as an initial digit, then they are deemed semantically rich digit. U,W,
& Y have been postulated as empty-emptying digit.

The notational system used by CC to assign numbers to isolate as speciators consist of the
following:

1. Ten Indo-Arabic numerals(0—9)

2. Twenty Six Roman capital letters (A—Z)
3. Twenty Six Roman small letters (a—z excluding i, l, o)
4. Bracketed Numbers
5. Indicator digits * ” ← ) & ‘ . ; ,-= + → (

Colon Classification Index:

The index of CC refers only to elementary terms, never to compound subjects. The relative
aspects of a subject are provided only in the form of class numbers, not being named as in DDC
or UDC. CC6 has provided the following four indexes: General Index; Geographical Index; Two
Indexes to Natural Groups in Botany and Zoology. The entrieshave been arranged by word by
word order following the principle of nothing before something.