Chief Librarian, Baliuag University • For centuries researchers have relied upon Abstracting and Indexing (A & I) Services to manage information overload and ensure the flow of scholarly communication. Today these services continue to provide ease-of-access to current publications and to content-rich databases encompassing decades, even centuries, of invaluable scholarly research. DEFINITION OF TERMS • Abstract – an abbreviated, accurate representation of the significant contents of a document. It is usually accompanied by an adequate bibliographic description to enable the user to trace the original document.
• Abstracting – process of analyzing the
significant contents of a document in order to come up with a brief and accurate representation of that document. • With the explosive growth of computerization and the Internet, information has become a valuable commodity in our economy. • As the stores of information expand everyday, access becomes a challenge, particularly in today’s fast paced environment where people demand information as quickly as possible. • This rising need for almost instant information has given birth to a whole new industry: abstracting services. •An abstracting service involves reading content from various publications, such as professional journals and magazine articles. •The content is then summarized in a short synopsis of 10 to fifteen sentences. •These summaries are saved to a database for convenient storage and retrieval. •Abstracters often index the articles they summarize by keywords to help the computer find them quickly. • An abstracter needs to read both quickly and with excellent comprehension. • In addition to thoroughly understanding the material you read, you must also be a concise and efficient writer, with the ability to extract and clearly explain the main points of each article. • Much of the material abstracters work with is highly technical and/or specialized, so it helps to have a good working knowledge of the field you are reading about. • To become an abstracter, you also have to be organized, and have the temperament to meet tight deadlines without becoming overly stressed. • And in order to work with keywords and computerized storage and retrieval, your computer skills will need to be strong. TYPES OF ABSTRACTS • Indicative • Informative • Indicative/Informative • Modular SAMPLE ABSTRACTS • Informative Abstract Buenrostro, Juan C. Jr. (Institute of Library Science, U.P. Diliman, Q.C.) “Preferences of Special Libraries and the Library Education Curriculum”. Journal of Philippine Librarianship, 16 (Mar. and Sept. 1994): 12-17 A survey was conducted among 43 librarians working in special libraries. The questionnaire contains items that aims to match the hiring preferences to the current curricular offerings of the library education program in the country. Library managers were asked to rank library science courses in the undergraduate and graduate levels. Topping the list of recommended courses are Cataloging and Classification, Reference, and Library Administration. The first eight courses which the respondents felt should comprised the core curriculum are: SAMPLE ABSTRACTS (1) Library administration; (2) Reference and Information Services; (3) Cataloging and Classification; (4) Introduction to Information Sciences; (5) Information Processing and Handling; (6) Collection Development; (7) Abstracting and Indexing; (8) Special Library. As to suitability of the BLS degree, 88.37% said that BLS is suitable. As for the MLIS degree, 74.42% said yes. On the job training, attending seminar-workshops, and following Master’s degree in LIS are the most preferred types of continuing education programs. Reasons for attending continuing education programs are for updating (63.3%), promotion (22.95%), and required by the profession (14.75%). Economics motivate these librarians to work in special libraries. (10 tables and 18 refs.) MP. Descriptors: Special Libraries; Library Education; Library Science-Curriculum. SAMPLE ABSTRACTS • Indicative Abstract Buenrostro, Juan C. Jr. (Institute of Library Science, U.P. Diliman, Q.C.) “Preferences of Special Libraries and the Library Education Curriculum”. Journal of Philippine Librarianship, 16 (Mar. and Sept. 1994): 12-17 Questionnaire was used in a survey of selected special librarians to match the hiring preferences of the special library and the library education curriculum. Library managers were asked to rank courses offered at the graduate and undergraduate programs. The respondents were also asked to list eight courses which they felt should compromise the core curriculum. The respondents attitudes toward the suitability of the BLS and the MLIS degrees to the needs of the special libraries are discussed. The types of continuing education programs and the reason for attending such programs are also presented. (10 tables and 18 refs.) Jane Descriptors: Special Libraries; Library Education; Library Science- Curriculum. SAMPLE ABSTRACTS • Informative-Indicative Abstract Buenrostro, Juan C. Jr. (Institute of Library Science, U.P. Diliman, Q.C.) “Preferences of Special Libraries and the Library Education Curriculum”. Journal of Philippine Librarianship, 16 (Mar. and Sept. 1994): 12-17 Forty-three librarians in special libraries were surveyed using questionnaire to match the hiring preferences of the special library to the curricular offerings of the library education program. When asked to rank library science courses being offered in the graduate and undergraduate programs, they chose Cataloging & Classification as first followed by Reference and Information Services, and Library Administration. SAMPLE ABSTRACTS It was found that there was no significant difference between the bachelors degree and Masters degree in Library Science when it comes to their suitability to the needs of the special libraries. They also prefer on the job training, seminar workshops, and attending Masters degree in Library Science as forms of continuing education programs. Economic motivation urges librarians to work in special libraries. (10 tables and 19 refs.) MLM Descriptors: Special Libraries; Library Education; Library Science-Curriculum. PARTS OF AN ABSTRACT • Bibliographic Reference Portion 1. Author 2. Author Affiliation 3. Title of the Document 4. Source-Volume No.,Issue No.,Date of Publication, Specific Pages 5. Original Language (Other than English) PARTS OF AN ABSTRACT • Body of an Abstract 1. Scope – 3% (What of the study) 2. Objectives – 7% (Why of the study) 3. Methodology – 15% (Techniques used) 4. Findings – 70% (Results of the study) 5. Conclusion – 5% • Signature - initials • Descriptor’s Portion – subject matter of the document or keywords STEPS IN WRITING THE ABSTRACT PROPER • Step 1 – Read the document. • Step 2 – Note down key information. • Step 3 - Organize the key information. • Step 4 – Follow standard abstract format. • Step 5 – Check the draft abstract. • Step 6 – Edit and polish. • Step 7 – Write the final abstract. DO’S AND DON’TS IN WRITING AN ABSTRACT • Simple and Short sentences should be used. • Do use abbreviations commonly understood or easy intelligible. For example: kg., km., in., ft., cm., wt., Mss., Ss., etc. • Do not include history or background. • Abbreviations and symbols to be used should be defined the first time they occur in the abstract. For example: less develop country (LDC) DO’S AND DON’TS IN WRITING AN ABSTRACT • Abstract proper should be written in one paragraph only. This should be coherent paragraph and not series of disjoint sentences. Do not label the components of the abstract, for example: Objectives…, Methodology…, Findings…, Conclusions…, • Do not use colloquial words. For example: boob tubes for television, bread for money, etc. DO’S AND DON’TS IN WRITING AN ABSTRACT • Since brevity is the essence of abstracting, verbosity and redundancy should be avoided. For example: the phrase “has been found to increase” can be shortened to a single word “increased” or the phrase “blue in color” can be shortened to one word “blue” • Additional information such as tables, figures, references, illustrations, charts, and graphs should be included at the end of the abstract proper and enclosed in parenthesis. For example: (4 tables; 4 figs.; 8 charts; 5 photos; 6 graphs) References:
Buenrostro, Juan C. Jr. Abstracting and Indexing Made
Easy. QC: Great books Trading, c2002. Thanks and God Bless! • Computer-based abstracts • 037 $a001 • 100 1 0 $aCabrieto, Raquel • 245 1 0 $aFrom the garden to the kitchen and beyond • 246 1 0 $aBravo Filipino. • 362 $avol.1, no.1, $b(2011)$c18-19. • 520 $aThis article is about the green gardening and composting in Pembo Elementary School (PES) which started its greening gardening in 2002. It aims to build vegetable nurseries and make the soil richer. Recycled water bottles were packed with soil and placed on a stair- like recycled metal structure to maximize space. The biodegradable waste was used and mixed with microorganisms and nutrients to speed up the breakdown of food scraps. Numerous vegetables and herbs grow in plastic pots. Students learned about the value of recycling through their teachers. Now, PES has its own urban garden. $b (folded col. photos), $c ES. • 650 2 0 $a GARDENING. • 650 2 0 $a COMPOSTING. • 650 2 0 $a URBAN GARDENING. • 650 2 0 $a RECYCLING. • 650 2 0 $a GREENING. • 700 3 0 $a Buenavista, Gary