Dewey Decimal Classes

By: Diana Fiddler

The primary system used in the classification of knowledge or information is the

Dewey Decimal Classification. This information system was first published in 1876 and

has undergone 23 renditions since this time (Bhattacharjee 2010). These changes are

imperative to the mass of knowledge and information generated with each passing day.

In order for the system to stay current, these revisions must take place and evolve with

the growing influx of data. Within the Dewey Decimal Classification (DDC), there are a

series of ten major categories or classes of knowledge. Each of these ten major

classes are then broken into ten divisions (10 major classes X 10 divisions=100 total

divisions). Finally, each of these 100 divisions are divided once again into 10 additional

detailed sections (100 divisions X 10 detailed sections=1000 detailed sections). This

creates a hierarchical system for the organization of the information within the global

library system. An implementation of a system of this magnitude was necessary for the

ease and accessibility of information on a worldwide scale. The following information

denotes the importance of the Dewey Decimal Classification system via the division of

knowledge into specific classes and how this hierarchical scale provides insight to its

users. The origin of this type of classification system, how the Dewey Decimal classes

are of importance to an aspiring information professional, and the technological

advances made in regards to the classification system will be addressed.

 Melvil Dewey, an American librarian, developed a decimal number system to

generate a more detailed and structured classification system for information and

knowledge. This system relied heavily upon the hierarchical standards of organization.

His development introduced the world to a unique ability to add information (books,

journals, tapes, etc.) to a librarys shelving system with minimal interruption of the

previously shelved items. Through Deweys ingenious method, the new information

would be appropriately located by similar subject matter through the development of

specific classes. This structured system offered a much more detailed version of what

was once used by the card cataloging system as a classification of material. Generally

classification means division into groups and arranging groups into a preferred

sequence. In everyday life, we use classification in all areas. This helps to increase

efficiency for sorting out and arrangement of the things (Bhattacharjee 2010, 292). A

classification system of this type is extremely important in the ability to successfully

group and retrieve information in all aspects of discovery. To be sensible and usable, a

classification must:

apply to similar things

give sets similar in nature and size

apply consistent criteria for division

apply one criterion at a time (Bawden and Robinson 2012, 115).

These aspects give a strong clarification of how the system is specialized into specific

categorization of classes. By incorporating these constraints, an individual is able to

zero in on a particular reference for an item. These areas create a system which allows

the information to gradually be broken down into a more specialized category with

minute similarities. An information specialist of any level of experience would find this to

be of importance when sorting, accessing, or retrieving information based on this type of

relationship. The vast amount of knowledge which can be found within the different

classes, divisions, and sections creates numerous problems for an individuals desire to

browse the shelves searching for information, as well as the ability to place the material

in a specific location. .....Dewey terminology leverages the DDC as a community

resource; this arrangement means less work for the staff of an individual library

compared to maintaining an original, tailor-made system (Panzer 2013, 26). Through

the use of the class system, developed by Dewey, individuals are able to use a

specialized plan regardless of the subject matter or location to perform a methodical

classification of information from an area of generalization to an area of specification.

Creating a field of knowledge with regards to the Dewey Decimal classes would be

extremely useful for any aspiring information professional. Becoming familiar with the

class structure would be of great importance. The ability to decipher and correlate the

relationships between the classes, divisions, and sections of the Dewey Decimal system

would allow the user to develop a greater understanding; therefore, the information

specialist would be more apt to establish a successful working relationship in the area of

research. By creating a system of Arabic numerals, Dewey was able to develop a

hierarchy of specific subject areas to generate a suitable relationship between these

areas. This system allows informational professionals around the world to process the
information in an intelligent manner. Hence all library materials are grouped in these

ten main classes as described in the DDC theory mentioned below:

1) 000-Computer science, information & general works

2) 100-Philosophy and psychology

3) 200-Religion

4) 300-Social sciences

5) 400-Language

6) 500-Science (including mathematics)

7) 600-Technology

8) 700-Arts and recreation

9) 800-Literature

10) 900-History, geography, and biography (Bhattacharjee 2010, 293).

These ten classes are the broad subject areas in which the knowledge and information

can be classified. Deweys system correlates the class name to the identifying numeral

which represents the class. This is the first step in the classification process. From

here the information could be digested into a more specific area of study within the

realm of the one-hundred divisions and still further divided into one of the one-thousand

sections. This process can create a slight problem for the sorting, development, or
retrieval of information with regards to this specific criterion. .....different books or

materials in same field have the same notation i.e. number (Bhattacharjee 2010, 293).

From the very beginning, for a variety of good reasons, usage of Dewey was focused

on the numbers as identifiers. One of these reasons is the language-independent

nature of Arabic numerals; others include the ability of the notational system to carry

relationships between facets, to express hierarchy, and also to take advantage of a

mnemonic characteristic; specifically, that similar numbers are often about similar

things (Panzer 2013, 23). These hierarchal notations determine where the information

will be located and the class, division, and section the classification falls within; the

more specifications placed upon the information the more detailed the notation will

become. The specific type of numerical classification allows for universal understanding

and provides continuity for immense volumes of information. This precise method is

what causes discourse for the informational professional because of the opportunity for

multiple sources to contain the same notational description as another similar source.

However, this precision creates the possibility to locate books and return them to their

proper physical location on library shelves throughout the world. The position of

information (books, journals, tapes, etc.) in a specific area will be indicative of the

similar subject matter surrounding that piece of knowledge.

However, it is also crucial that individual librarians, libraries, associations, and

researchers take some responsibility. We need to look at the diversity of groups using

libraries and apply a range of optional, partial, and local solutions (Olson 2015, 121). It

is critical to keep in mind that not all libraries will physically be capable of sustaining a

system of this type. The availability of materials which meet the needs of the
community should be the number one priority. Classifying of materials within a

collection is important as well as creating an environment which offers commonality

among its services. Depending on the requirements of the librarys clientele, elements

revealed can be captions, index terms and mappings, or number components (Panzer

2013, 28). This simplicity in classification (smaller class or groupings) for the small

public or school libraries may be the key for creating a harmonious environment which

allows for the needs to be met for that particular group. A condensed version of the

Dewey classes may be far more beneficial for some smaller libraries. An informational

professional should contemplate what will work or not work for their particular patrons.

In some environments, the need for a more technological approach may be the needed

course of action. .....the Dewey Decimal Classification, best known for shelf-

arrangement of books in libraries, is also used in internet directories (Bawden and

Robinson 2012, 108). This type of usage allows for regular updates which cannot be

undertaken with a print version. Web-based tools offer a significant amount of

opportunities that may otherwise be inaccessible.

Informational professionals would find the Dewey Decimal classes to be relevant and

informative in their professions. Regardless of the type of informational study being

performed; the ease and accessibility of information is very attainable. The

development of the classes created a hierarchical system which uses Arabic numerals

to represent the differing classes. These classes are broken down even further. This

process then creates an area of greater similarity with the materials in that particular

section of the shelving system. This method of classification is universal; this

universality creates a degree of sameness regardless of the language. Therefore, this

system of classes can be easily adapted across the library system. The class or

groupings can be adapted to meet the needs of a library regardless of size or clientele.
 Bibliography

Bawden, David, and Lyn Robinson. 2012. Introduction to Information Science.

Chicago: Neal-Schuman.

Bhattacharjee, Pijush Kanti. 2010. Modified Dewey Decimal Classification Theory for

Library Materials Management. International Journal of Innovation, Management

and Technology 1 (3): 292-294. doi:http://dx.doi.org/10.7763/IJIMT.2010.V1.54.

Olson, Hope A. 2001. Sameness and Difference: A Cultural Foundation of

Classification. Library Resources & Technical Services 39 (3): 115-22.

Panzer, Michael. 2013. Dewey: How to Make It Work for You. Knowledge Quest 42

(2): 22-9.