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ABSTRACTING

Dr. Juan C. Buenrostro, Jr.


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:

http://www.innodata-
isogen.com/services/abstracting_and_indexing_services

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

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