5.3 Assigning key words
If the resource centre is very small, users will be able to
find the materials they need by browsing (looking at) the shelves.
Otherwise, the resource centre will need a card catalogue or
computer database, which contains details of materials in the
collection and indicates where to find them on the shelves.
Information on databases is given in Section 6.8.
A system for describing the content of each material will need
to be developed before details of materials can be included
in a catalogue or computer database. The best way is to have
a list of ‘keywords’, and describe each material
using several keywords from the list. For example, the keywords
used by Healthlink Worldwide’s resource centre to describe
the book, Where there is no doctor, are:
community health care / traditional health care / community
health workers / diagnosis / diseases / management & treatment
Keywords lists and thesauri (lists of terms used to describe
different subjects) are called ‘controlled vocabulary’,
because they specify which terms (words or short phrases) are
used for describing materials. Most keywords lists also specify
terms that are not used, and suggest terms to use instead.
5.3.1 Choosing a keywords list
Resource centres can develop their own keywords lists (see Section
5.3.3), or obtain and adapt standard keywords lists.
Both general and specialist lists are available. General lists
include the Library of Congress Subject Headings and Sears’
Subject Headings. Specialist lists include the UNESCO Macro-thesaurus,
National Library of Medicine Medical Subject Headings (MeSH),
and Healthlink Worldwide’s Keywords List. Healthlink Worldwide’s
list, which was originally compiled in the mid-1980s, is regularly
revised to incorporate new subject areas reflecting emerging
health issues. The list is used by many organisations in either
its original or an adapted form.
5.3.2 How to assign keywords
To assign keywords, look at the material carefully to identify
the main subjects covered. Do not rely on the title. For books
and other print materials, look at the title page, list of contents
and introduction. For audiovisual materials, look at the title,
description and any accompanying materials, and by watching
a video, listening to an audio cassette, or looking at slides.
Notice which sections or chapters are longest, or which may
be of special interest to users of the resource centre. Then
assign keywords.
Start with general terms and move on to more specific terms
to describe the material’s subject matter. Use as many
keywords as necessary. However, remember that users will expect
to find useful information on the subjects indicated by keywords.
To choose keywords, consider:
- the main subject
- related subject(s)
- the group of people that the material describes, such as
street children, women, community health workers
- potential target audience
- the focus or purpose, such as research, planning, evaluation
or training.
If you are using a computer database, or have sufficient space
for extra catalogue cards, you could also include keywords to
indicate the type of language, such as technical or non-technical.
5.3.3 How to produce a keywords list
To produce a keywords list for your resource centre:
1. List key terms (words or short phrases)
that describe the main subject areas covered by the resource
centre.
2. Add terms that describe more general and
less common subject areas.
3. Explain any confusing terms in ‘scope
notes’ (notes on the meaning of a keyword, and how it
should be used).
4. Add cross-reference notes (notes indicating
additional keywords that could be used to describe related subjects,
or keywords to use if the term is not a keyword).
You can see examples of scope notes and cross-reference notes
in the sample of Healthlink Worldwide’s Keywords List
in Section 5.3.4.
Getting things right with a ‘home-made’ keywords
list is not always easy. You may need to add new terms to the
list if you cannot find a term that describes the material that
you are cataloguing.
When first developing a list, it is sensible to review the
terms regularly. Once the list is established, review additions
and possible changes about once a year.
5.3.4 Sample of Healthlink Worldwide Keywords List
The Healthlink Worldwide Keywords List is a list of all the
terms used in the Healthlink Worldwide bibliographic database.
The list is divided into two columns. The left-hand column
lists, in alphabetical order, the keywords to use (in bold capital
letters) and terms not to be used as keywords (in lower case
letters). The right-hand column shows keywords to use (in capital
letters) instead of the terms that should not be used. It also
includes notes on how and when to use keywords, and related
keywords (in capital letters).
The notes next to ‘ACCESS’ are scope notes, explaining
how to use the keyword. The notes next to ‘ACCIDENTS’
are cross-reference notes which refer to another, related keyword
which could also be used if relevant. The notes next to 'adolescents'
are cross-reference notes showing which keyword to use, since
'adolescents' is not a keyword.
|
ABORTION |
|
|
ABSTINENCE |
|
|
ACCESS |
use for physical accessibility for people with
disabilities |
|
ACCESSIBILITY |
use
for accessibility of health care, services and facilities,
see also UTILISATION or UTILISATION
PATTERNS |
|
accessibility patterns |
use ACCESSIBILITY and UTILISATION PATTERNS |
|
ACCIDENTS |
see also TRAFFIC ACCIDENTS |
|
ACTION LEARNING |
|
|
ACUPUNCTURE |
|
|
ACUTE RESPIRATORY INFECTIONS
acute respiratory infections - incidence |
see also RESPIRATORY INFECTIONS
use ACUTE RESPIRATORY INFECTIONS and INCIDENCE |
|
ACUTE RESPIRATORY INFECTIONS - LOWER |
see also PNEUMONIA |
|
ACUTE RESPIRATORY INFECTIONS - UPPER |
see also OTITIS MEDIA or TONSILLITIS
or WHEEZE |
|
ADAPTATION OF SOCIETY |
|
|
administration |
use DRUG ADMINISTRATION or HOSPITAL
ADMINISTRATION or ORAL REHYDRATION THERAPY
- ADMINISTRATION |
|
adolescent health |
use YOUTH |
|
adolescent pregnancy |
use TEENAGE MOTHERS |
|
adolescents |
use YOUTH |
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ADOPTION |
|
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ADULT EDUCATION |
see also NON-FORMAL EDUCATION or FREIRIAN
METHODOLOGY or LITERACY PROGRAMMES or
WOMEN'S EDUCATION |
|
ADULTS |
|
|
ADVERSE EFFECTS |
use for side effects |
|
advertising |
use
MARKETING, see also DRUG MARKETING |
|
ADVOCACY |
|
|
AETIOLOGY |
see also VIRAL AETIOLOGY |
|
aflatoxin |
use FOOD TOXINS |
|
African trypanosomiasis |
use TRYPANOSOMIASIS |
|
AGEING |
use for the ageing process and its relation
to health, for older people, including ageing populations
and health and community care of the elderly
use ELDERLY |
|
next: 5.4 Cataloguing materials
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