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Introduction
to the
Dewey Decimal Classification
About the Introduction
1.1 This Introduction explains the basic principles and structure of the Dewey Deci- mal Classification (DDC) system. 1.2 The Introduction is intended to be used in conjunction with the Glossary and the Manual. The Glossary defines terms used in the Introduction and elsewhere in the Classification. The Manual offers advice on classifying in difficult areas, and explains how to choose between related numbers.
Classification: What It Is and What It Does
2.1 Classification provides a system for organizing knowledge. Classification may be used to organize knowledge represented in any form, e.g., books, documents, electronic resources. 2.2 Notation is the system of symbols used to represent the classes in a classifica - tion system. In the Dewey Decimal Classification, the notation is expressed in Arabic numerals. The notation gives both the unique meaning of the class and its relation to other classes. The notation provides a universal language to iden- tify the class and related classes, regardless of the fact that different words or languages may be used to describe the class.
History, Current Use, and Development of the Dewey Decimal
Classification
3.1 The Dewey Decimal Classification—conceived by Melvil Dewey in 1873 and first published in 1876—is a general knowledge organization tool that is con- tinuously revised to keep pace with knowledge. The system is further extended through number building, interoperable translations, association with catego- rized content, and mappings to other subject schemes. 3.2 The DDC is published in full and abridged editions by OCLC Online Computer Library Center, Inc. The abridged edition is a logical truncation of the notational and structural hierarchy of the corresponding full edition on which it is based, and is intended for general collections of 20,000 titles or less. Both editions are issued in print and electronic versions; the electronic versions are updated fre- quently and contain additional index entries and mapped vocabulary. OCLC owns all copyright rights in the Dewey Decimal Classification, and licenses the system for a variety of uses. 3.3 The DDC is the most widely used classification system in the world. Librar- ies in more than 138 countries use the DDC to organize and provide access to their collections, and DDC numbers are featured in the national bibliographies
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of more than sixty countries. Libraries of every type apply Dewey numbers on a daily basis and share these numbers through a variety of means (including WorldCat). Dewey is also used in a variety of applications on the web in support of categorization, browsing, and retrieval. 3.4 The DDC has been translated into over thirty languages. Since 1988, authorized translations of the full and abridged editions of the DDC have been published or are under way in Arabic, French, German, Greek, Hebrew, Icelandic, Indone- sian, Italian, Norwegian, Russian, Spanish, Swedish, Turkish, and Vietnamese. The DDC Summaries, the top three levels of the Dewey Decimal Classification system, have been translated into Afrikaans, Arabic, Chinese, Czech, French, German, Hebrew, Italian, Norwegian, Portuguese, Russian, Scots Gaelic, Span- ish, Swedish, and Vietnamese. 3.5 One of Dewey’s great strengths is that the system is developed and maintained in a national bibliographic agency, the Library of Congress. The Dewey edito- rial office is located in the Dewey Section of the Library of Congress, where classification specialists annually assign over 60,000 DDC numbers to records for works cataloged by the Library. Having the editorial office within the Dewey Section enables the editors to detect trends in the literature that must be incor- porated into the Classification. The editors prepare proposed schedule revisions and expansions, and forward the proposals to the Decimal Classification Edito - rial Policy Committee (EPC) for review and recommended action. 3.6 EPC is a ten-member international board whose main function is to advise the editors and OCLC on matters relating to changes, innovations, and the general development of the Classification. EPC represents the interests of DDC users; its members come from national, public, school, and academic libraries, and from library schools.
Overview of the Dewey Decimal Classification
conceptual fraMework 4.1 The DDC is built on sound principles that make it ideal as a general knowl- edge organization tool: meaningful notation in universally recognized Arabic numerals, well-defined categories, well-developed hierarchies, and a rich net- work of relationships among topics. In the DDC, basic classes are organized by disciplines or fields of study. 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). 4.2 The main structure of the DDC is presented in the DDC Summaries preced- ing the schedules. The first summary contains the ten main classes. The second summary contains the hundred divisions. The third summary contains the thou- sand sections. The headings associated with the numbers in the summaries have been edited for browsing purposes, and do not necessarily match the complete headings found in the schedules.
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notation 4.15 Arabic numerals are used to represent each class in the DDC. The first digit in each three-digit number represents the main class. For example, 5 00 represents science. The second digit in each three-digit number indicates the division. For example, 5 0 0 is used for general works on the sciences, 5 1 0 for mathematics, 52 0 for astronomy, 5 3 0 for physics. The third digit in each three-digit number indicates the section. Thus, 53 0 is used for general works on physics, 53 1 for classical mechanics, 53 2 for fluid mechanics, 53 3 for gas mechanics. The DDC uses the convention that no number should have fewer than three digits; zeros are used to fill out numbers. 4.16 A decimal point , or dot, follows the third digit in a class number, after which division by ten continues to the specific degree of classification needed. The dot is not a decimal point in the mathematical sense, but a psychological pause to break the monotony of numerical digits and to ease the transcription and copy- ing of the class number. A number should never end in a 0 anywhere to the right of the decimal point. principle of hierarchy 4.17 Hierarchy in the DDC is expressed through structure and notation. 4.18 Structural hierarchy means that all topics (aside from the ten main classes) are part of all the broader topics above them. The corollary is also true: whatever is true of the whole is true of the parts. This important concept is called hierar- chical force. Certain notes regarding the nature of a class hold true for all the subordinate classes, including logically subordinate topics classed at coordi- nate numbers. (For a discussion of notes with hierarchical force, see paragraphs 7.10–7.16 and 7.18–7.20.) Because of the principle of hierarchical force, hierarchical notes are usually given only once—at the highest level of application. For example, the scope note at 700 applies to 730, to 737, and to 737.4. The words “Description, critical appraisal.. .” found in the scope note at 700 also govern the critical appraisal of coins in 737.4 Coins. In order to understand the structural hierarchy, the classi- fier must read up and down the schedules (and remember to turn the page). 4.19 Notational hierarchy is expressed by length of notation. Numbers at any given level are usually subordinate to a class whose notation is one digit shorter; coor- dinate with a class whose notation has the same number of significant digits; and superordinate to a class with numbers one or more digits longer. The under- lined digits in the following example demonstrate this notational hierarchy: 600 Technology (Applied sciences) 630 Agriculture and related technologies 636 Animal husbandry 636.7 Dogs 636.8 Cats
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Introduction
“Dogs” and “Cats” are more specific than (i.e., are subordinate to) “Animal hus- bandry”; they are equally specific as (i.e., are coordinate with) each other; and “Animal husbandry” is less specific than (i.e., is superordinate to) “Dogs” and “Cats.” 4.20 Sometimes, other devices must be used to express hierarchy when it is not possi- ble or desirable to do so through the notation. A see reference leads the classifier to subdivisions of a subject located outside the notational hierarchy. A centered entry (so called because its numbers, heading, and notes appear in the center of the page) constitutes a major departure from notational hierarchy. A centered entry is used to indicate and relate structurally a span of numbers that together form a single concept for which there is no specific hierarchical notation avail- able. In the DDC, centered entries are always flagged typographically by the symbol > in the number column.
Classifying with the DDC
5.1 Classifying a work with the DDC requires determining the subject, the dis- ciplinary focus, and, if applicable, the approach or form. (For a discussion of approach or form, see paragraph 8.3.) deterMininG the subject of a work 5.2 Classifying a work properly depends first upon determining the subject of the work in hand. A key element in determining the subject is the author’s intent. (A) The title is often a clue to the subject, but should never be the sole source of analysis. For example, Opera could be the title of a work on the famil- iar dramatic musical art form or on the web browser Opera. Likewise, a title with specific terms that are subdivisions of a field may in fact use such terms symbolically to represent the broader topic. For exam- ple, titles containing terms like chromosomes, DNA, double helix, genes, and genomes may use these terms symbolically to represent the whole subject of biochemical genetics. (B) The table of contents may list the main topics discussed. Chapter head- ings may substitute for the absence of a table of contents. Chapter sub- headings often prove useful. (C) The preface or introduction usually states the author‘s purpose. If a fore- word is provided, it often indicates the subject of the work and suggests the place of the work in the development of thought on the subject. The book jacket or accompanying material may include a summary of the subject content. (D) A scan of the text itself may provide further guidance or confirm prelimi- nary subject analysis. (E) Bibliographical references and index entries are sources of subject infor- mation.
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(C) If two subjects receive equal treatment, and are not used to introduce or explain one another, class the work with the subject whose number comes first in the DDC schedules. This is called the first‑of‑two rule. For example, a history dealing equally with the United States and Japan, in which the United States is discussed first and is given first in the title, is classed with the history of Japan because 952 Japan precedes 973 United States. Sometimes, specific instructions are given to use numbers that do not come first in the schedules. For example, at 598, the note “class compre- hensive works on warm-blooded vertebrates in 599” tells the classifier to ignore the first-of-two rule and class a work on birds (598) and mammals (599) in 599, which is the comprehensive number for warm-blooded ver- tebrates. Also disregard the first-of-two rule when the two topics are the two major subdivisions of a subject. For example, primary forms of energy (333.792) and secondary forms of energy (333.793) taken together con- stitute most of 333.79 Energy. Works covering both of these topics are classed in 333.79 (not 333.792). (For a discussion of comprehensive numbers, see paragraphs 7.16 and 7.18–7.19.) (D) Class a work on three or more subjects that are all subdivisions of a broader subject in the first higher number that includes them all (unless one subject is treated more fully than the others). This is called the rule of three. For example, a history of Portugal (946.9), Sweden (948.5), and Greece (949.5) is classed with the history of Europe (940). (E) Subdivisions beginning with zero should be avoided if there is a choice between 0 and 1–9 at the same point in the hierarchy of the notation. Similarly, subdivisions beginning with 00 should be avoided when there is a choice between 00 and 0. This is called the rule of zero. M ore than one discipline 5.8 Treating a subject from the point of view of more than one discipline is different from treating several subjects in one discipline. Use the following guidelines in determining the best placement for the work: (A) Use the interdisciplinary number provided in the schedules or Relative Index if one is given. An important consideration in using such an inter- disciplinary number is that the work must contain significant material on the discipline in which the interdisciplinary number is found. For example, 305.231 (a sociology number) is provided for interdisciplinary works on child development. However, if a work that is interdisciplinary with respect to child development gives little emphasis to social devel- opment and a great deal of emphasis to the psychological and physical development of the child (155.4 and 612.6, respectively), class it in 155. (the first number in the schedules of the next two obvious choices). In
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Dewey Decimal Classification
short, interdisciplinary numbers are not absolute; they are to be used only when applicable. (For a discussion of interdisciplinary numbers, see paragraphs 7.16, 7.18–7.19, and 11.8–11.9.) (B) Class works not given an interdisciplinary number in the discipline given the fullest treatment in the work. For example, a work dealing with both the scientific and the engineering principles of electrodynamics is classed in 537.6 if the engineering aspects are introduced primarily for illustrative purposes, but in 621.31 if the basic scientific theories are only preliminary to the author’s exposition of engineering principles and practices. (C) When classifying interdisciplinary works, do not overlook the possibili- ties of main class 000 Computer science, information & general works, e.g., 080 for a collection of interviews of famous people from various disciplines. Any other situation is treated in the same fashion as those found in the instruc- tions at More Than One Subject in the Same Discipline (paragraph 5.7). table of last resort 5.9 When several numbers have been found for the work in hand, and each seems as good as the next, the following table of last resort (in order of preference) may be used as a guideline in the absence of any other rule: Table of last resort (1) Kinds of things (2) Parts of things (3) Materials from which things, kinds, or parts are made (4) Properties of things, kinds, parts, or materials (5) Processes within things, kinds, parts, or materials (6) Operations upon things, kinds, parts, or materials (7) Instrumentalities for performing such operations 5.10 Do not apply this table or any other guideline if it appears to disregard the author’s intention and emphasis.
How Abridged Edition 15 Is Arranged
6.1 Abridged Edition 15 is composed of ten major parts: (A) New Features in Abridged Edition 15: A brief explanation of the special features and changes in Abridged Edition 15 (B) Introduction: A description of the DDC and how to use it (C) Glossary: Short definitions of terms used in the DDC (D) Index to the Introduction and Glossary (E) Manual: A guide to the use of the DDC that is made up primarily of extended discussions of problem areas in the application of the DDC.
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Dewey Decimal Classification
the top of each page where their subdivisions continue. Subordinate numbers appear in the number column, beginning with a decimal point, with the initial three digits understood. 7.4 Table numbers are given in full in the number column of the tables, and are never used alone. There are four numbered tables in Abridged Edition 15: T1 Standard Subdivisions T2 Geographic Areas, and Biography T3 Subdivisions for Individual Literatures, for Specific Literary Forms T4 Subdivisions of Individual Languages and Language Families Except for notation from Table 1 (which may be added to any number unless there is an instruction in the schedules or tables to the contrary), table notation may be added only as instructed in the schedules and tables. (For a detailed dis- cussion of the use of the four tables, see paragraphs 8.3–8.16.) 7.5 Some numbers in the schedules and tables are enclosed in parentheses or square brackets. Numbers and notes in parentheses provide options to standard prac- tice. Numbers in square brackets represent topics that have been relocated or discontinued, or are unassigned. Square brackets are also used for standard sub- division concepts that are represented in another location. Bracketed numbers should never be used. (For a discussion of options, see paragraphs 12.1–12.7; for a discussion of relocations and discontinuations, see paragraphs 7.22–7.23; for a discussion of bracketed standard subdivisions, see paragraph 7.24.) 7.6 Standard subdivisions are also bracketed under a hook number , that is, a num- ber that has no meaning in itself, but is used to introduce specific examples of a topic. Hook numbers have headings that begin with “Miscellaneous,” “Other,” or “Specific”; and do not contain add notes, including notes, or class-here notes. For example: 573.9 Miscellaneous systems and organs in animals, regional histology and physiology in animals [.901–.909] Standard subdivisions Do not use; class in 571.101–571. notes 7.7 Notes are important because they supply information that is not obvious in the notational hierarchy or in the heading with regard to order, structure, subordina- tion, and other matters. Notes may appear in the record for a number or a span of numbers. Notes may also appear at the beginning of a table. Footnotes are used for instructions that apply to multiple subdivisions of a class, or to a topic within a class. Individual entries in the Manual are also considered notes. 7.8 Notes in the schedules and tables generally appear in the following order: revi- sion, former-heading, definition, number-built, standard-subdivisions-are added, variant-name, scope, including, class-here, arrange, add (including sub-
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Introduction
divisions-are-added), preference, class-elsewhere, see-reference, see-also refer- ence, see-Manual, option, discontinued, and relocation notes. 7.9 The notes below do the following: (A) describe what is found in the class and its subdivisions; (B) identify topics in standing room , i.e., topics with insuffi- cient literature to have their own number; (C) describe what is found in other classes; and (D) explain changes in the schedules and tables. Other notes are described in the sections on number building (paragraphs 8.1–8.20), citation and preference order (paragraphs 9.1–9.5), the Manual (paragraphs 10.1–10.6), and options (paragraphs 12.1–12.5). Notes in categories (A) and (C) have hierarchical force (i.e., are applicable to all the subdivisions of a particular number). Those in category (B) do not have hierarchical force. (A) Notes That Describe What Is Found in a Class 7.10 Definition notes indicate the meaning of a term in the heading. For example: 364 Criminology Crime and its alleviation 7.11 Scope notes indicate whether the meaning of the number is narrower or broader than is apparent from the heading. For example: 700 The arts Description, critical appraisal, techniques, procedures, apparatus, equipment, materials of the fine, decorative, literary, performing, recreational arts 7.12 Number‑built notes identify and explain the source of built numbers included in the schedules and tables. Built numbers are occasionally included in the sched- ules or tables to provide additional information or to indicate exceptions to reg- ular add instructions. For example: 822 English drama Number built according to instructions under 821–828 and at beginning of Table 3 7.13 Former‑heading notes are given only when the heading associated with a class number in the previous edition has been altered to such a degree that the new heading bears little or no resemblance to the previous heading, even though the meaning of the number has remained substantially the same. For example: 004.16 *Personal computers Former heading: Microcomputers 7.14 Variant‑name notes are used for synonyms or near synonyms. For example:
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Introduction
534 Sound and related vibrations Including generation of sound, transmission of sound, characteristics of sound The topics in the including note under 534 in the abridged edition are drawn from subclasses of 534 found only in the full edition: 534.1 Generation of sound, 534.2 Transmission of sound, and 534.3 Characteristics of sound. Standard subdivisions cannot be added for topics in standing room, nor are other number‑building techniques allowed. (C) Notes That Describe What Is Found in Other Classes 7.18 Class‑elsewhere notes lead the classifier to interrelated topics, or distinguish among numbers in the same notational hierarchy. They are used to show prefer- ence order, to lead to the comprehensive or interdisciplinary number, to over- ride the first-of-two rule, or to lead to broader or narrower topics in the same hierarchical array that might otherwise be overlooked. They may point to a spe- cific number, or to a concept scattered throughout the schedules. All notes that begin with the word “class” are class-elsewhere notes, except when they begin with “class here.” For example: 641.7 Specific cooking processes and techniques Class specific processes applied to specific materials in 641.6; class specific processes applied to specific kinds of dishes, preparing beverages in 641. 370.15 Educational psychology Class behavior modification methods of instruction in 371.39; class interdisciplinary works on psychology in 150. Class psychology of a specific topic in education with the topic, plus notation 01 from Table 1, e.g., psychology of special education 371. 155.4 Child psychology Class national psychology of children in 155.4093–155.4099; class general topics applied to children by specific attributes in 155.42–155.45; class socialization in 303.3; class interdisciplinary works on child development in 305. 7.19 See references lead from a stated or implied comprehensive number for a con- cept to the component (subordinate) parts of that concept in a different notational hierarchy. See references also lead from the interdisciplinary number for a con- cept to treatment of the concept in other disciplines. A see reference may point to a specific number, or to a concept scattered throughout the schedules. Each see reference begins with the word “For” and appears in italics. For example:
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Dewey Decimal Classification
577.7 Marine ecology Class here saltwater ecology For salt lake ecology, freshwater lagoons, see 577.63; for saltwater wetland and seashore ecology, see 577. 305.4 Women Class here interdisciplinary works on women, on females For a specific aspect of women not provided for here, see the aspect, e.g., women’s suffrage 324.6, legal status of women 346. Throughout Table 2, see references (often in footnote form) lead from the implied comprehensive number for a jurisdiction, region, or feature to its subor- dinate parts in other classes. For example: —417 Republic of Ireland (Eire) Class here *Shannon River *For a specific part of this jurisdiction, region, or feature, see the part and follow instructions under —4– 7.20 See‑also referenc es lead the classifier to related topics. They are reminders that minor differences in wording and context can imply differences in classification. Each see-also reference appears in italics. For example: 599.65 Deer Including chital, muntjacs; Odocoileus; white-tailed (Virginia) deer; mule deer; Cervus; fallow deer; elk (moose); caribou (reindeer); roe deer See also 599.63 for mouse deer (D) Notes That Explain Changes or Irregularities in the Schedules and Tables 7.21 Revision notes warn users that there have been changes in the subdivisions of a class since the previous edition. A new schedule, complete revision, or exten- sive revision is always introduced by a revision note that appears first under the heading of the class affected. (There are no new schedule, complete revision, or extensive revision notes in Abridged Edition 15.) 7.22 Discontinued notes indicate that all or part of the contents of a number have been moved to a more general number in the same hierarchy, or have been dropped entirely. For example: 354[.2] General considerations of administration Number discontinued; class in 354
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8.2 There are four sources of notation for building numbers: (A) Table 1 Standard Subdivisions; (B) Tables 2–4; (C) other parts of the schedules; and (D) add tables in the schedules. (A) Adding Standard Subdivisions from Table 1 8.3 A standard subdivision represents a recurring physical form (such as a diction- ary, periodical, or index) or approach (such as history or research) and thus is applicable to any subject or discipline that covers or approximates the whole of the meaning of the number. Here are a few examples with the standard subdivi- sion concept underlined (in some cases an extra 0 precedes the standard subdi- vision according to instructions found in the schedules): 15 0.1 Philosophy and theory of psychology 230.0 03 Dictionary of Christianity
- 025 Directory of lawyers 405 Periodical on language 5 07.8 Use of apparatus and equipment in the study and teach- ing of science, e.g., science fair projects
- 0285 Computer applications in civil engineering 796.812 092 Biography of a wrestler 808.0 071 Teaching of rhetoric Further instructions on using Table 1 are found at the beginning of Table 1. See also Manual notes on selected standard subdivisions. 8.4 Standard subdivisions are not usually listed in the schedules except where needed to fill out three-digit numbers, e.g., 605 Serial publications, and in a few other instances. Standard subdivisions may be listed in the schedules when the subdivisions have extended or narrowed meanings. For example: 580.75 Museum activities and services (extended meaning) Including preserving botanical specimens 390.088 [Customs of] Religious groups (narrowed meaning) Do not use for occupational groups; class in 390 Standard subdivisions may also be listed to introduce an expansion featuring special notation (the subdivisions in the expansion are not standard subdivi- sions). Such standard subdivisions are accompanied by a special note. For exam- ple: 370.1 Philosophy and theory, education for specific objectives, educational psychology Notation 01 from Table 1 as modified below Sometimes, standard subdivisions are listed because references to other classes or the Manual are required. For example:
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507.2 Research Class research covering the sciences in the broad sense of all knowledge, scientific method as a general research technique in 001. See Manual at 500 vs. 001 8.5 When standard subdivision notation from Table 1 is listed in Tables 2–4 and in the schedules, all of the notation’s notes and subdivisions as given in Table 1 are applicable unless other instructions are given. Other Table 1 notation that is not listed in the schedules may also be used. For example, the fact that 610.7 is listed, but not 610.8 or the subdivisions of 610.7, does not exclude the use of 610.8 or 610.71. 8.6 Notation from Table 1 Standard Subdivisions may be added to any number in the schedules unless there is a specific instruction to the contrary. The classifier should never use more than one zero in applying a standard subdivision unless instructed to do so. If more than one zero is needed, the number of zeros is always indicated in the schedules. When using standard subdivisions with num- bers built by adding from Tables 2–4 or other parts of the schedules, be sure to check the table or schedule used for the segment preceding the standard subdi- vision for special instructions on the number of zeros. 8.7 The most important caveat with respect to standard subdivisions is that they are added only for works that cover or approximate the whole of the subject of the number. For example, a work on the management of educational voucher pro- grams should be classed in 379.3, not 379.3068. Notation 068 from Table 1 may not be added to 379.3 because educational vouchers are in an including note at 379.3; therefore, educational vouchers do not approximate the whole of the sub- ject of the number. 8.8 Standard-subdivisions-are-added notes indicate which topics in a multiterm heading may have standard subdivisions added for them because the designated topics are considered to approximate the whole of the subject. For example: 371 Schools and their activities; special education Standard subdivisions are added for schools and their activities, special education together; for schools and their activities together; for schools alone Standard-subdivisions-are-added notes do not have hierarchical force beyond the standard subdivisions associated with the number itself. For example, the note under 371 governs the application of standard subdivisions to 371 itself, but not to 371.1–371.9. 8.9 Do not add multiple standard subdivisions to the same number except when specifically instructed to do so, and in the following instances. Standard sub- divisions may be added to subdivisions of —04 Special topics that are specifi-
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(B) Adding from Tables 2– 8.12 The classifier may be instructed to add notation from Tables 2–4 to a base num- ber from the schedules or to a number from a table. A summary of the use of each table follows. Further instructions on using Tables 2–4 are found at the beginning of each table. See also the Manual notes for Tables 2–4. 8.13 Table 2 Geographic Areas, and Biography. The major use of Table 2 is with notation 09 from Table 1, where it can be added to every number in the sched- ule unless there are specific instructions to the contrary. For example, read- ing instruction in the primary schools of Australia is 372.40994 (372.4 reading instruction in primary schools + 09 History, geographic treatment, biography from Table 1 + 94 Australia from Table 2). 8.14 Area notation is sometimes added directly to schedule numbers, but only when specified in a note. For example: 373.3–373.9 Secondary education in specific continents, countries, localities Add to base number 373 notation 3–9 from Table 2, e.g., secondary schools of Australia 373. 8.15 Table 3 Subdivisions for Individual Literatures, for Specific Literary Forms. These subdivisions are used in class 800 as instructed, usually following num- bers for specific languages in 810–890. 8.16 Table 4 Subdivisions of Individual Languages and Language Families. These subdivisions are used as instructed in class 400, following numbers for desig- nated specific languages or language families in 420–490. (C) Adding from Other Parts of the Schedules 8.17 There are many instructions to make a direct addition to a number from another part of the schedules. For example: 016 Bibliographies and catalogs of works on specific subjects Add to base number 016 notation 001–999, e.g., bibliographies of computer programs and software 016.0053, of general encyclopedic works 016.03, of philosophy 016.1, of novels 016.80883, of general collected biographies 016. In this example, the 0053 in 016.0053 comes from 005.3 Programs, the 03 in 016.03 comes from 030 General encyclopedic works, the 1 in 016.1 comes from 100 Philosophy (note that the final zeros are dropped from the end of the num- ber), the 80883 in 016.80883 comes from 808.83 Collections of fiction, and the 92 in 016.92 comes from 920 Biography, genealogy, insignia (note that the final zero is dropped from the end of the number). 8.18 In many cases, part of a number may be added to another number upon instruc- tion. For example:
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636.9 Other mammals Add to base number 636.9 the numbers following 599 in 599.2–599.8, e.g., rodents 636.935, fur-bearing animals
- ... In this example, 35 comes from 599.35 Rodents, and 7 comes from 599.7 Carni- vores, where the topic “fur-bearing animals” appears as a class-here note. (D) Adding from Tables Found in the Schedules 8.19 Add tables in the schedules provide numbers to be added to designated sched- ule numbers (identified by a symbol and accompanying footnoted instruction); these tables must be used only as instructed. For example: 384.54 *Radiobroadcasting The asterisk in the entry above leads to the following footnote: “Add as instructed under 380.” The add table at 380 is used only for headings tagged with an aster- isk or for topics in class-here notes under headings tagged with an asterisk. 8.20 Subdivisions‑are‑added notes indicate which terms in a multiterm heading may have subdivisions applied to them. For example: 672 Iron, steel, other iron alloys Add to base number 672 the numbers following 671 in 671.2–671.8, e.g., welding 672. Subdivisions are added for any or all topics in heading
Citation and Preference Order
9.1 Citation and preference order must be considered when multiple aspects or char- acteristics of a subject (such as age, area, gender, historical periods, national origin) are provided for in the Classification, and a single work treats more than one of them. citation order 9.2 Citation order allows the classifier to build or synthesize a number using two or more characteristics ( facets ) as specified in instruction notes. Success in building a DDC number requires determining which characteristics apply to a specific work, and then determining from the instructions in the schedule the sequence in which the facets will be ordered. 9.3 The notes at the beginning of Table 3 are an example of number-building instructions that specify the sequence in which characteristics of literature (if applicable) will be shown: first language; then literary form; then standard sub- divisions, or collections, or history, description, critical appraisal.
