MSP2 Metadata Documentation: version 1.00

This metadata framework documentation provides:

• Cataloging best practices
• A description of each metadata field including occurrences, obligation, data types, terms and definitions
• Bolded items represent controlled vocabulary terms or the name of individual metadata fields

The table below organizes the metadata fields in alphabetical order across and then down:

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Access

xpath - /record/lifecycle/access
Framework version - 1.00

Definition - information on the availability of a resource with indications to conditions or regulations the rights owner may have imposed with regard to granting access to a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Free access, Available for purchase
Other occurrences in framework - false

Controlled vocabulary information

• Number of levels - 1
• Level 1 is Access - information on the availability of a resource with indications to conditions or regulations the rights owner may have imposed with regard to granting access to a resource

Term and definitions

• Available by subscription - the right to view and/or download material, often for a set period of time, by way of a financial agreement between rights holders and authorized users
• Available for purchase - the right to view, keep, and/or download material upon payment of a one-time fee
• Free access - the right to view and/or download material without financial, registration, or excessive advertising barriers
• Free access with registration - the right to view and/or download material without financial barriers but users are required to register or experience some other low-barrier to use
• Limited free access - some material is available for viewing and/or downloading but most material tends to be accessible through other means

Cataloging best practices

Things to do

• This field is optional.
• This field cannot be repeated.
• The intent is to provide a general (broad-brush) understanding of a resource's availability or accessibility.
• Determine if providing such information about a resource is beneficial to use and discovery of the resource.
• Then complete this field only if such information can be determined. Otherwise, do no use this field.
• If using one of the controlled vocabulary terms is not appropriate or to provide further textual explanations, enter free text in the rights field.
• When choosing multiple terms, be sure they are not in conflict with each. That is, it can be appropriate to use the term Limited free access with Available for purchase but you may need to provide more explanation in the rights field.
• The term Limited free access can be used in combination with Available by subscription or Available for purchase when there are chunks of materials that are freely available.
• If a concise statement regarding access rights is available via URL, complete the rights field with a URL.
• The access terms are defined after all the examples.

Things to avoid

• Do not describe how a resource may be used or re-used. Use the rights fields instead to describe property rights associated with the use and re-use of a resource, including intellectual property rights.

Examples

• Available for purchase: use for membership access or buying of material.
• Available by subscription: use for course access by students, individual subscriptions, institutional subscriptions, subscriptions with a free trial or pay-per-views.
• If free access is limited to specific groups, such a members of a professional association or the affiliates of a university or other institution, use Available by subscription or Available for purchase, as appropriate.
• Free access with registration: use if a resource requires users to log-in or register but otherwise offers total unfettered access.
• Limited free access: use for free trial material or a site that includes an area of free accessible content.

Other Examples

• Below are specific examples for different types of content and websites.
• The examples indicate the access term to use and a possible free text description to include in the rights field.
• The examples may include a description to describe the nature of the resource in order to understand the access term assigned.

Rock sample kit

• Include a free text description in the rights field: Accessible after placing an on order online.
• Use the term: Available for purchase.

Native American resource

• Include a free text description in the rights field: Accessible during the summer season.

BioOne

• Limited free content
• Available by subscription
• Link to: BioOne.

Bulletin of Engineering Geology and the Environment

• Available by subscription
• Link to: Bulletin of Engineering Geology and the Environment.

Alice

• Alice is a an interactive 3D programming language.
• Free access
• Link to: Alice.

teachers' domain

• teachers' domain is a site of multimedia resources for the classroom and professional development.
• Free access with registration.
• Link to: teachers' domain.

ExploreLearning

• Available for purchase
• Limited free content
• Link to: ExploreLearning.

MicrobeLibrary.org

• Available for purchase
• Limited free content
• Link to: MicrobeLibrary.org.

Elsevier

• Elsevier is a publisher of science and technology books.
• Available for purchase
• Link to: Elsevier.

Professional society content

• Available for purchase
• Access is available depending on membership level.

A Content Review System

• Available by subscription
• Access only available to administrators and editors.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Access or copyright

xpath - /record/lifecycle/rights
Framework version - 1.00

Definition - information about rights held in and over the resource, including intellectual property, copyright, terms of use, privacy, access or reuse
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - Copyright (c) 2006 University Corporation for Atmospheric Research (UCAR).
Other occurrences in framework - false

Cataloging best practices

Things to do

• This is an optional field.
• Repeat the field as necessary.
• Use this field only if such information can be determined and if it provides benefit in the discovery and use of the resource.
• Describe copyright, intellectual property rights and terms of use. If appropriate, include a URL in the URL field as well.
• Describe how a resource may be used or re-used. If appropriate, include a URL in the URL field as well.
• Describe how a resource may be accessed. If appropriate, include a URL in the URL field as well.
• When writing a copyright statement, be sure to include the year, legal entity (person or organization) and replace the copyright symbol with the word 'copyright'. See examples below.
• Replace trademark symbols with the word 'trademark'.
• If you decide to use the URL field, you must complete the rights field with an explanation. Use words like terms of use, copyright statement, intellectual property clause, how to access, etc.). You will receive an error if you do not complete the rights field.

Things to avoid

• Do not include URLs. Use the URL - rights field instead.
• Do not use quotation marks or enclose the rights statements in parentheses.

Examples

• Copyright (c) 2006 University Corporation for Atmospheric Research (UCAR).
• This resource may be re-used for non-commercial, educational purposes only. Please credit NASA.
• Privacy policy: http://www.dlese.org/documents/policy/DLESE_IP_approved.php
• Terms of use: http://www.dlese.org/documents/policy/terms_use_full.php

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Altitude - maximum

xpath - /record/coverage/location/@upLimit
Framework version - 1.00

Definition - a value for the maximum altitude or depth value
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5280
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but if using, be sure to complete the zUnits field.
• Repeat the entire location field to enter multiple sets of altitude or depth coordinates.
• Enter data in the format of ####.##.
• Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.
• Positive values represent values above ground-level (not sea-level).
• Negative values represent values below ground-level (not sea-level).
• Altitude or depth information may be entered independent of latitude and longitude information.
• The fields of upLimit (maximum altitude) and downLimit (minimum altitude) do not both need to be completed.

Things to avoid

• Do not enter altitude or depth information or units if the units cannot be determined..
• Do not enter units. Complete the field of zUnits with units information.
• Do not use commas, spaces or other separators in the numerical values.

Examples

• In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less above ground level.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Altitude - minimum

xpath - /record/coverage/location/@downLimit
Framework version - 1.00

Definition - a value for the minimum altitude or depth value
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5280
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but if using, be sure to complete the zUnits field.
• Repeat the entire location field to enter multiple sets of altitude or depth coordinates.
• Enter data in the format of ####.##.
• Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.
• Positive values represent values above ground-level (not sea-level).
• Negative values represent values below ground-level (not sea-level).
• Altitude or depth information may be entered independent of latitude and longitude information.
• The fields of upLimit (maximum altitude) and downLimit (minimum altitude) do not both need to be completed.

Things to avoid

• Do not enter altitude or depth information or units if the units cannot be determined..
• Do not enter units. Complete the field of zUnits with units information.
• Do not use commas, spaces or other separators in the numerical values.

Examples

• In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less above ground level.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Altitude - units

xpath - /record/coverage/location/@zUnits
Framework version - 1.00

Definition - the units of measure for the altitude or depth value
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - centimeters (cm), feet (ft)
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but if using, be sure to complete the upLimit or downLimit (altitude) fields.
• Repeat the entire location field to enter multiple sets of altitude or depth coordinates.
• Choose the appropriate units.
• When you enter maximum or minimum altitude/depth values (i.e. upLimit or downLimit fields), be sure that both values are using the same units.
• Positive values represent values above ground-level (not sea-level).
• Negative values represent values below ground-level (not sea-level).
• Altitude or depth information may be entered independent of latitude and longitude information.
• The fields of upLimit (maximum altitude) and downLimit (minimum altitude) do not both need to be completed.

Things to avoid

• Do not enter values, only the units. Complete the fields of upLimit or downLimit to enter values.
• Do not enter altitude or depth information or units if the units cannot be determined..
• Do not mix units between the maximum and minimum altitude/depth values (i.e. upLimit or downLimit).

Examples

• centimeters (cm)
• fathoms (fathoms)
• feet (ft)
• inches (in)
• kilometers (km)
• meters (m)
• miles (mi)
• millibars (mb)

Want to Use Different Units? Do this:

• Click on the zUnits drop down menu.
• Scroll to the bottom of the list and select: type in another value.
• Start typing to enter a new units terms.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Audience

xpath - /record/educational/audience
Framework version - 1.00

Definition - a broad category that best describes the recipient or user for whom the resource is primarily intended
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Leaner, General public
Other occurrences in framework - false

Controlled vocabulary information

• Number of levels - 1
• Level 1 is Audience - a broad category that best describes the recipient or user for whom the resource is primarily intended

Term and definitions

• Administrator - manager of projects, people, or policy
• Educator - facilitator for the acquisition of knowledge for learners
• General Public - an individual in the population (adult or child) with a varied knowledge level
• Learner - individual pursuing the acquisition of knowledge and/or skills
• Parent/Guardian - one who is responsible for or entrusted with the care of a person
• Professional/Practitioner - individual working in the scientific, educational or digital-library arena whose position is more applications- or operations-oriented rather than research- or teaching-oriented
• Researcher - individual engaged in intellectual investigation and/or experimentation to discover, interpret, and/or revise human knowledge and theory

Cataloging best practices

Things to do

• This field is required.
• Check all terms that are appropriate.
• The intent is to describe the broad category that best describes the recipient or user for whom the resource is primarily intended.
• Use the education level field for further refinement and specification.
• If a resource is large, comprising a range of different elements targeting several distinct audiences (generally two or more), consider cataloging the resource as separate multiple objects (i.e., consider creating multiple metadata/catalog records).
• The audience terms are defined after the examples.

Things to avoid

• Do not use to describe education or grade level. Use the education level field instead.

Examples

• Administrator: policymaker, supervisor.
• Educator: informal educator, K-12 teacher, peer trainer, professor, student teacher.
• Learner: students (all levels), special-needs learner, second-language learner, clients, clinical patient.
• Professional/Practitioner: author, curriculum designer, data specialist, developer, evaluator, instructional designer, library/media specialist, operations personnel, programmer, software engineer, clinician, operational meteorologist.
• Researcher: research meteorologist, research scientists, educational researcher.

No Audience? Do this:

• When the audience is not explicitly identified by the resource itself, select an appropriate term or choose General Public.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Contributor

xpath - /record/lifecycle/contributor
Framework version - 1.00

Definition - individuals or organizations that have created, published or contributed to the resource.
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - NASA, National Geographic Society, John Smith
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is required.
• Repeat this field as necessary.
• Contributors may be people or organizations.
• All contributors must have a role associated with them.
• Enter as many contributors as the resource requires, using a new contributor entry for each.
• Enter multiple authors in their order of importance.
• If unable to determine importance, enter multiple authors in the order given in the resource.
• If a person or entity fits multiple roles, create separate entries for each separate role if the roles are important to be named.
• An author and publisher can be the same person or entity.
• Select the role that best describes the person or entities involvement in creation of the resource.
• Enter personal names in the following format: John Q. Public (first name, middle name or initial and last name).
• When entering United States governmental bodies, truncate United States with US (e.g. US Forest Service).
• When entering NASA as a contributor, use the acronym NASA.
• Follow organizational names with their acronyms if prominent on the resource and readily recognizable by their acronym. Put the acronym in parentheses.
• List conference names or proceedings in the following manner: Name of conference, ordinal number of conference, date(s), location. See example below.
• Follow schools (elementary, middle, junior high, or high), colleges, or universities with their location in parentheses where it makes sense and reads best to the user. Add this only if it is not apparent where the school is located from their name. This is most often used with elementary-high schools that create web sites, but are not well known outside their school district. See example below.

Things to avoid

• Do not name every contributor associated with a resource. Weigh the importance of their role.
• Do not use honorary or prefatory titles (Mr., Mrs., Ms., Dr., Professor, etc) before personal names.

Examples

• John Q. Public
• John Quincy Public
• NASA
• US Forest Service
• National Oceanic and Atmospheric Administration (NOAA)
• Evening Street Elementary School (Worthington, Ohio)
• Marion (Ohio) Vocational School
• Colorado State University (CSU)
• NSDL Annual Meeting (6th), 2005 (Chicago, IL)

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Coverage

xpath - /record/coverage
Framework version - 1.00

Definition - details geospatial and temporal characteristics of a resource by using latitude/longitude, dates or a description
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - educationLevel, audience, resourceType, standard_ASN_ID, standard, relatedResource, duration
Data types - complex
Domain - child elements
Domain example - <audience>, <resourceType>, etc.

Cataloging best practices

Things to do

• Coverage information is not required to catalog a resource.
• Complete coverage information when geographic location information or time periods (dates) are integral to understanding or working with a resource.
• Complete the date subfield when a resource covers specific time periods or date that can be represented as YYYY, YYYY-MM or YYYY-MM-DD (that is year-month-day).
• Complete the location subfield when a resource covers specific geographic location(s) that can be represented with latitude and longitude.
• Complete the description subfield when a resource covers relative time periods (e.g. fall semester, Spring, 30 days ago, 10,000 years ago), historical time periods (e.g. 2500 B.C.), events of time (e.g. ice age) or locations that are not easy to represent with geographic latitude and longitudes (e.g. international waters).

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Date - coverage

xpath - /record/coverage/date
Framework version - 1.00

Definition - a specific calendar date or time period covered by the resource
Obligation - choice
Minimum occurrences - 0
Maximum occurrences - unbounded
Attributes - start, end
Data types - complex
Domain - attribute elements
Domain example - Not applicable.

Cataloging best practices

Things to do

• This field is optional.
• This field can be repeated.
• Complete the required subfield of start with a specific date or complete both start and end to indicate a time period covered by the resource.

Things to avoid

• Do not indicate relative dates or time periods like 'spring', or '10,000 years ago'; use the description - coverage field instead.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Date - end

xpath - /record/coverage/date/@end
Framework version - 1.00

Definition - the ending date of a period of time covered by a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - date, gYearMonth, gYear, dateTime
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but should be used when expressing a period of time (dates) covered by a resource.
• Repeat the entire date field to enter multiple specific dates or time periods.
• To enter a single specific date (e.g. 2009-07-15), complete the start field and leave the end field blank.
• To enter a time range (2009-07-15 to 2009-08-13), complete both the start and end fields, respectively.
• Enter date in the year-month-day format like: YYYY or YYYY-MM or YYYY-MM-DD (e.g. 2004-12-27).
• A year may be used if that is all that is known.

Things to avoid

• Do not use this field to express a single specific calendar date. Use the start field instead.
• Do not enter days of the week.
• Do not enter just months or days.
• Do not enter dates like: June 1, 2003.
• Do not indicate relative dates or time periods like 'spring', or '10,000 years ago'; use the description - coverage field instead.

Examples

• Year: 2004
• Year and month: 2004-12.
• Year, month and day: 2004-12-27.
• Year, month, day and time: 2004-12-27T18:00Z.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Date - publication

xpath - /record/lifecycle/publicationDate
Framework version - 1.00

Definition - the date the resource was made available in its present form.
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear, dateTime
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004

Cataloging best practices

Things to do

• This is a required field.
• This field cannot be repeated.
• Choose the date published, created, posted or launched as entered on the resource. This is not necessarily the date of the intellectual property of the resource but generlly the date it became available (online).
• Choose a date for the resource taken from the parent site or homepage or taken from a sibling site.
• Enter date in the year-month-day format like: YYYY or YYYY-MM or YYYY-MM-DD (e.g. 2004-12-27).
• A year may be used if that is all that is known.

Things to avoid

• Do not enter days of the week.
• Do not enter just months or days.
• Do not enter dates like: June 1, 2003.

Examples

• Year: 2004
• Year and month: 2004-12.
• Year, month and day: 2004-12-27.
• Year, month, day and time: 2004-12-27T18:00Z.

No Date? Do this:

• If feasible, e-mail the webmaster or web contact person for a usable date. Allow 48 hours for response. After 48 hours, determine the best date from the other best practices about date.
• Estimate the date from the content of site.
• Use current date (year only) if the date cannot be determined.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Date - record

xpath - /record/general/recordDate
Framework version - 1.00

Definition - the creation date of the metadata record
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear, dateTime
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004

Cataloging best practices

Things to do

• This is a required field. However, it may be automatically generated for you if you are using a cataloging tool.
• Enter a date to signify the creation of the metadata record.
• Use a date format of YYYY-MM-DD (e.g. 2004-12-27).
• A year may be used if that is all that is known.

Things to avoid

• Do not enter days of the week.
• Do not enter just months or days.
• Do not enter dates like: June 1, 2003.

Examples

• Year: 2004
• Year and month: 2004-12.
• Year, month and day: 2004-12-27.
• Year, month, day and time: 2004-12-27T18:00Z.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Date - start

xpath - /record/coverage/date/@start
Framework version - 1.00

Definition - the specific calendar date or the beginning date of a period of time covered by a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear, dateTime
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is required when entering specific calendar date information.
• Repeat the entire date field (not just start date) to enter multiple specific dates or time periods.
• To enter a single specific date (e.g. 2009-07-15), complete the start field and leave the end field blank.
• To enter a time range (2009-07-15 to 2009-08-13), complete both the start and end fields, respectively.
• Enter date in the year-month-day format like: YYYY or YYYY-MM or YYYY-MM-DD (e.g. 2004-12-27).
• A year may be used if that is all that is known.

Things to avoid

• Do not enter days of the week.
• Do not enter just months or days.
• Do not enter dates like: June 1, 2003.
• Do not indicate relative dates or time periods like 'spring', or '10,000 years ago'; use the description - coverage field instead.

Examples

• Year: 2004
• Year and month: 2004-12.
• Year, month and day: 2004-12-27.
• Year, month, day and time: 2004-12-27T18:00Z.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Description - coverage

xpath - /record/coverage/description
Framework version - 1.00

Definition - a time period or geographic area covered by the resource that cannot be expressed using specific dates or geographic coordinates
Obligation - optional
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - Springtime, Fall semester.
Other occurrences in framework - true

Notes

• Other XPATH: /record/general/description

Cataloging best practices

Things to do

• This field is optional.
• Use for dates in which the year would need to change frequently (e.g. spring).
• Use for relative time periods (e.g. 30 days ago).
• Use for historical time periods (e.g. 2500 B.C.).
• Use for events of time (e.g. Ice Age).
• Use for geographic areas that cannot be expressed easily with geographic coordinates (e.g. Army Headquarters).

Examples

• Spring
• Harvest time
• Ice age
• Fall semester
• 10,000 years ago
• 2000 B.C
• Continental shelf
• Earth's moon
• International waters

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Description - resource

xpath - /record/general/description
Framework version - 1.00

Definition - a brief (50-125 words) but comprehensive explanation of the resource that summarizes the content of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - This resource is about snow.
Other occurrences in framework - true

Notes

• Other XPATH: /record/coverage/description

Cataloging best practices

Things to do

• This is a required field.
• Repeat the field as necessary.
• Keep it brief.
• Keep the tone of the description somewhat neutral. You may include ideas on how a learning object might be used.
• State what the resource offers.
• Use complete sentences.
• Spell out all acronyms when they are initially used.
• Because the description is searchable, incorporate key terms and concepts that can facilitate resource discovery.

Things to avoid

• Do not create inadvertent relationships between two distinctly different resources. For example, do not say this is one of four modules about: 1) ozone, 2) seasons, 3) ice and 4) atoms when you are cataloging the ozone one. This would cause the ozone resource to be listed when someone searched on ice. And the ozone resource is not about ice. (Not good).
• Generally, do not include information that is collected in other metadata fields (e.g. resource creators or resource types). Some redundancy of terms is acceptable, but a description that relies solely upon this does not provide additional information for resource discovery.

Examples

• Climate and CO2: Analyzing Their Relationship: Through this activity, students learn about atmospheric carbon dioxide and its role in the greenhouse effect. They can identify the leading producers of carbon dioxide emissions and read about the global climate conference that was held in Kyoto, Japan, in 1997 to set international limits on these emissions. The material provides information to increase students' understanding of the implications and processes of possible changes in the world's climate.
• Big Trouble in Earthquake Country: This activity has students use online earthquake hazard maps and other relevant geological information to assess hazards to life and property associated with hypothetical earthquakes. Students working in small groups use this information to develop strategies to reduce damage and loss of life in the area near their home or school. This lesson will help students gain an understanding of the effect of earthquakes on natural and man-made systems and afford them a better understanding of the complex consequences of earthquakes for human beings. The background information is structured to cater to both Bay area residents and non-residents.
• The MERLOT (Multimedia Educational Resource for Learning and Online Teaching) web site is a free and open resource designed primarily for faculty and students in higher education. MERLOT offers a continually growing collection of peer-reviewed, online learning materials and assignments in science and technology, mathematics, business, education, social sciences, arts, and humanities. The resources include animations, simulations, reference materials, and collections. Each resource is accompanied by a peer review that includes a descriptive paragraph and rates of the quality of content, overall effectiveness, and ease of use. Visitors are invited to submit their comments as well.
• In this interactive Earth science resource, students are first presented with six photographs, each featuring a different mechanical weathering event in which rock is broken down. Examples of the events include road damage due to ice heaving and the expansion of cracks in rocks due to tree growth. Students are instructed to click on each labeled image to see an enlarged version of it. In the enlarged view, brief text, often accompanied by visual cues such as arrows, explains the physical weathering process shown.

Special Characters? Do this:

• For interoperability outside this cataloging tool and its immediate services, it is best to avoid using special characters (ampersands, apostrophes, double and single quotes, equal signs, etc.).
• However, if you must use them, entity encode them by using their entity reference number.
• If you do not encode such characters with their entity reference numbers, this cataloging tool encodes the characters using UTF-8. Generally, this UTF-8 encoding should be handled okay by external parties. Please note, this sometimes leads to unusual looking characters in titles and descriptions within the cataloging interface.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Duration

xpath - /record/educational/duration
Framework version - 1.00

Definition - the time length to play an audio, video or audiovisual resource continuously at intended speed
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - duration
Domain - numerical duration format
Domain example - P1Y2M3DT10H30M, PT1M40S
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but should be used to express how long a video or audio clip takes to play.
• This field cannot be repeated.
• Duration refers to time length, not duration in a date/time span.
• If the duration is unknown or not given on the resource, leave this field blank.
• Express duration (play time) in the following format: PnYnMnDTnHnMnS.
• Y means years, M means months, D means days, T means time, H means hours, M means minutes, S means seconds and n means the number of each.
• The format can often be reduced to PTnHnMnS.
• The capital P must be present with every data value.
• Always include the capital T when expressing hours, minutes or seconds.
• Always capitalize Y, M, D, T, H, M and S.

Things to avoid

• Do not express how long a certain learner/audience is expected to interact with the resource.
• Do not include the time it takes to upload or download an audio or video segment.

Examples

• Play time of 23 seconds: PT23S
• Play time of 1 minute 40 seconds: PT1M40S
• Play time of 1 year, 2 months, 3 days, 10 hours and 30 minutes: P1Y2M3DT10H30M

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Educational

xpath - /record/educational
Framework version - 1.00

Definition - features related to the creation, publication, access, intellectual property, copyright, terms of use, duration or relations of a resource, including persons or organizations contributing to or owning the content of a resource or related resources
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - educationLevel, audience, resourceType, standard_ASN_ID, standard, relatedResource, duration
Data types - complex
Domain - child elements
Domain example - <audience>, <resourceType>, etc.

Cataloging best practices

Things to do

• Complete the required subfields of education level, audience and resource type.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Educational level

xpath - /record/educational/educationLevel
Framework version - 1.02

Definition - a general statement describing the education or training context. Alternatively, a more specific statement of the location of the audience in terms of its progression through an education or training context.
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - Controlled vocabulary
Domain example - Middle School, High School

Controlled vocabulary information

• Number of levels - 2
• Level 1 is Level - a general level describing the education or training context
• Level terms and definitions:
• Pre-Kindergarten - an educational level indicating a resource is appropriate for child learners engaged in activities and/or experiences that are intended to effect developmental changes from birth to entrance in kindergarten (or grade 1 when kindergarten is not attended)
• Elementary School - an educational level indicating a resource is appropriate for learners in kindergarten through grade 5
• Middle School - an educational level indicating a resource is appropriate for learners in grades 6 through 8
• High School - an educational level indicating a resource is appropriate for learners in grades 9 through 12
• Higher Education - an educational level indicating a resource is appropriate for postsecondary learners pursuing a degree or certificate
• Informal Education - an educational level indicating a resource is appropriate for learning driven by the individual (free-choice learning) out of interest or curiosity, taking place outside the realm of formal education [e.g., museums; amateur groups (astronomy, geology, paleontology, etc.); science centers, parks-and-recreation programs; zoos and aquaria; youth groups (Scouts, 4H, after-school clubs, etc.); local and national government agencies (NSF, NASA, USGS, etc.); public libraries; educational radio/television/webcast developers; newspapers/magazines; nonprofit organizations (Earthwatch, Audubon Society, Sierra Club, etc.); and others]
• Vocational/Professional Development Education - an educational level indicating a resource is appropriate for learners in job-related or work-related professional development, continuing education programs, or skill training
• Level 2 is NSDL Level - an appropriate learning level or range, for training or formal or informal education, associated with a resource

Term and definitions

• Pre-Kindergarten - an educational level indicating a resource is appropriate for child learners engaged in activities and/or experiences that are intended to effect developmental changes from birth to entrance in kindergarten (or grade 1 when kindergarten is not attended)
• Elementary School - an educational level indicating a resource is appropriate for learners in kindergarten through grade 5
• Early Elementary - an educational level indicating a resource is appropriate for learners in kindergarten through grade 2
• Kindergarten - an educational level indicating a resource is appropriate for learners who are generally four-year-old to six-year-old children being introduced to school
• Grade 1 - an educational level indicating a resource is appropriate for learners in grade 1
• Grade 2 - an education level indicating a resource is appropriate for learners in grade 2
• Upper Elementary - an educational level indicating a resource is appropriate for learners in grades 3 through 5
• Grade 3 - an educational level indicating a resource is appropriate for learners in grade 3
• Grade 4 - an educational level indicating a resource is appropriate for learners in grade 4
• Grade 5 - an educational level indicating a resource is appropriate for learners in grade 5
• Middle School - an educational level indicating a resource is appropriate for learners in grades 6 through 8
• Grade 6 - an educational level indicating a resource is appropriate for learners in grade 6
• Grade 7 - an educational level indicating a resource is appropriate for learners in grade 7
• Grade 8 - an educational level indicating a resource is appropriate for learners in grade 8
• High School - an educational level indicating a resource is appropriate for learners in grades 9 through 12
• Grade 9 - an educational level indicating a resource is appropriate for learners in grade 9
• Grade 10 - an educational level indicating a resource is appropriate for learners in grade 10
• Grade 11 - an educational level indicating a resource is appropriate for learners in grade 11
• Grade 12 - an educational level indicating a resource is appropriate for learners in grade 12
• Higher Education - an educational level indicating a resource is appropriate for postsecondary learners pursuing a degree or certificate
• Undergraduate (Lower Division) - an educational level indicating a resource is appropriate for learners engaged in lower-level introductory coursework in an undergraduate college or university program
• Grade 13 - an educational level indicating a resource is appropriate for learners engaged in courses typically offered in the first year of undergraduate study; may also be used to designate a level of coursework as introductory general survey
• Grade 14 - an educational level indicating a resource is appropriate for learners engaged in introductory coursework typically offered in the second year of undergraduate study
• Undergraduate (Upper Division) - an educational level indicating a resource is appropriate for learners engaged in advanced coursework in an undergraduate college or university program
• Grade 15 - an educational level indicating a resource is appropriate for learners taking advanced coursework in undergraduate study
• Grade 16 - an educational level indicating a resource is appropriate for learners in the final year of undergraduate study; may also be used to designate the most advanced undergraduate coursework or capstone courses
• Technical Education (Lower Division) - an educational level indicating a resource is appropriate for learners engaged in lower-level or introductory courses in a technical/vocational program
• Technical Education (Upper Division) - an educational level indicating a resource is appropriate for learners engaged in advanced coursework in a technical/vocational program
• Graduate/Professional - an educational level indicating a resource is appropriate for learners pursuing an advanced or professional degree that requires a degree from a lower-level postsecondary program in either undergraduate or technical education
• Informal Education - an educational level indicating a resource is appropriate for learning driven by the individual (free-choice learning) out of interest or curiosity, taking place outside the realm of formal education [e.g., museums; amateur groups (astronomy, geology, paleontology, etc.); science centers, parks-and-recreation programs; zoos and aquaria; youth groups (Scouts, 4H, after-school clubs, etc.); local and national government agencies (NSF, NASA, USGS, etc.); public libraries; educational radio/television/webcast developers; newspapers/magazines; nonprofit organizations (Earthwatch, Audubon Society, Sierra Club, etc.); and others]
• Elementary School Programming - an educational level indicating a resource represents educational programming from organizations of informal education designed to enrich and support formal education at the elementary-school level
• Middle School Programming - an educational level indicating a resource represents educational programming from organizations of informal education designed to enrich and support formal education at the middle-school level
• High School Programming - an educational level indicating a resource represents educational programming from organizations of informal education designed to enrich and support formal education at the high-school level
• General Public - an educational level indicating a resource represents informal educational programming designed for a general audience, of diverse ages (adults or adults with children) and knowledge levels
• Youth Public - an educational level indicating a resource represents informal educational programming designed specifically for children from the general public up to age 17
• Vocational/Professional Development Education - an educational level indicating a resource is appropriate for learners in job-related or work-related professional development, continuing education programs, or skill training

Cataloging best practices

Things to do

• This is a required field with a controlled vocabulary.
• Check all appropriate terms.
• Use this field to associate an education level (formal or informal) learning level or training level with a resource.
• Choose the resource's dominant education level(s) (i.e., those that best describe or fit the resource and its level of granularity).
• If selecting lower-level terms, such as Grade 2, include the hierarchy of terms above. This would include Early Elementary and Elementary School.
• If a resource is either ambiguously self-identified or exceedingly broad-based, do not choose every term that could conceivably be used to describe it. In such a case, use broad-group terms like Middle School, High School or Higher Education etc. to describe the resource.
• When the education level is not explicitly identified by the resource itself, select an an appropriate term by using the resource's context and content or select the terms General Public and/or Youth Public.
• The educational level terms are defined after the examples.

Examples

• General Public - Stratocumulus clouds over the midwest; resource may be used in a variety of ways by all manner of audiences at various education levels, from atmospheric-science students learning about cloud types to informal learners seeking information about land use, climate zones, and concepts about horizons.
• Youth Public - Weather Glossary.
• Technical Education (Lower Division) - for training in fire science.
• Informal Education - Denver Museum of Nature and Science.

Usage Examples

• Use Pre-Kindergarten for nursery school, pre-K, or preschool.
• Use Vocational/ Professional Development Education for professional development, regardless of whether college credit is awarded.
• Use Vocational/ Professional Development Education when a museum or similar informal educational institution offers professional development to educators.
• In choosing among the terms Vocational/ Professional Development Education, Technical Education (Lower Division), and Technical Education (Upper Division), use the technical education terms if a resource comprises coursework leading to a formal degree or certificate.
• Use Undergraduate (Upper Division) for upper-division coursework at a four-year college.
• Use Undergraduate (Lower Division) for lower-division coursework at a four-year college or for general coursework at a community college, junior college, or two-year college.
• Use Higher Education for college or university if a finer distinction cannot be determined.
• Use General Public and/or Youth Public for personal-enrichment resources.
• Use General Public and/or Youth Public if a resource is general in nature (e.g., photos of sunsets, factsheets, datasets, certain images, certain glossaries), and if grade-level appropriateness associated with the resource is highly dependent on the resource's usage context.
• Use Grade 16 to describe capstone courses.
• Use Grade 13 to describe prerequisite and survey courses.
• Use High School and individual grade levels to describe vocational coursework at the high-school level.

License

• Some of These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Format

xpath - /record/general/format
Framework version - 1.00

Definition - the file format, physical medium, size or dimensions of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - 800x600, rock samples, application/sgml, 20 megabytes
Other occurrences in framework - false

Cataloging best practices

Things to do

• This is an optional field.
• Repeat the field as necessary.
• Express the size of a resource (e.g. 12 megabytes for a large file).
• Express the dimensions a resource (e.g. 400 pixels wide by 300 pixels tall for an image).
• Express the physical medium of a resource (e.g. inactive laboratory specimens).
• Express the technical datatype (file formats) of a resource (i.e. mime type).
• Add mime types that are not part of the controlled vocabulary list for the mime type field. See below.

Examples

• application/sgml
• text/css
• Rock samples
• 20 megabytes
• 800 x 600

Need to Add a Mime Type? Do this:

• Enter new mime types in the correct form of type/subtype (e.g. text/html).
• Use the mime types list to help determine proper mime types.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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General

xpath - /record/general
Framework version - 1.00

Definition - the primary and descriptive characteristics about a resource that include title, description, topics, language and mime type
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - title, recordIDate, recordID, description, subjects, url, keyword, gsdlSubject, language, mimeType, format
Data types - complex
Domain - child elements
Domain example - <title>, <description>, etc.

Cataloging best practices

Things to do

• Complete the required subfields of title, description, URL, language, subjects and mime type.
• If not already completed by automatic means, complete the required subfields of record ID and record date.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Keyword

xpath - /record/general/keyword
Framework version - 1.00

Definition - a concept or idea that expresses detailed information about the content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - ozone, longwave radiation

Cataloging best practices

Things to do

• This is an optional field.
• Repeat the field as necessary.
• Use this field to express additional information about a resource that is not addressed or expressed in the fields of title, description or subjects (math, science, educational or gender/disability).
• Each keyword term or phrase should focus on one topic (e.g. Plate tectonics).
• Add additional keywords to express each additional topic.
• Spell out acronyms.
• Capitalize proper nouns.

Things to avoid

• Do not put multiples entries or lists of words into a single field. That is, don't enter plate tectonics, glaciers, or snow in a single keyword field. Use multiple keyword fields to express all these concepts.
• Do not repeat words from the title or description.

Examples

• GOES (Geostationary Operational Environmental Satellite) imagery
• Longwave radiation
• Santa Ana wind
• Tropical rainforest climate

Special Characters? Do this:

• It is best to avoid using special characters (ampersands, apostrophes, double and single quotes, equal signs, etc.).
• However, if you must use them, entity encode them by using their entity reference number.
• The cataloging tool attempts to assist in character encoding if characters are not entity encoded. This sometimes this leads to unusual looking characters in titles and descriptions within the cataloging interface.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Language - of the resource

xpath - /record/general/language
Framework version - 1.00

Definition - the primary human language or languages of the content in the learning object
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - language
Domain - ISO Code for two-letter language abbreviations
Domain example - en-US, es, fr

Notes

• This field is defined as xs:language.
• Since W3C controls xs:language, value enforcement is part of the XML specification.

Controlled vocabulary information

• Number of levels - 1
• Level 1 is Language - language as a two-letter abbreviation

Term and definitions

• en-US - English
• en-GB - English (United Kingdom)
• en-AU - English (Australia)
• es - Spanish
• fr - French
• de - German
• it - Italian
• nl - Dutch

Cataloging best practices

Things to do

• This is a required field with a controlled vocabulary.
• Check all appropriate terms.
• Select a language only if it is used in a significant portion of the resource; generally resources will be English.
• Select English (United Kingdom) or English (Australia) if the site represents English as spoken in those countries.
• If the resource is available in another language, but it appears at a separate URL than the one you are cataloging, enter the alternate language resource URL in the educational section in related resource field. Be sure to choose Has Version to describe the kind (type) of relationship.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Latitude - north limit

xpath - /record/coverage/location/@northLimit
Framework version - 1.00

Definition - the northernmost latitude, in decimal degrees, for a geographic location associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -36.58
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional must be completes if the fields of southLimit, westLimit and eastLimit are completed.
• Repeat the entire location field to enter multiple sets of geographic coordinates.
• Latitudes run parallel to the equator and range from -90 degrees to 90 degrees.
• Enter values in the following format ##.##, that is, to a maximum of two decimal places. Or use the Bounding Box Tool. See below.
• For those values less than 1 degree, use a leading zero (e.g. 0.93).
• Use positive values for latitudes north of the equator (Northern hemisphere).
• Use negative values for latitudes south of the equator (Southern hemisphere).
• Latitude and longitude information may be entered independent of altitude or depth information.

Enter Latitude and Longitude Using the Bounding Box Tool

• The Bounding Box Tool only helps complete latitude and longitude information. It does not help complete location name information.
• To enter latitude and longitude information, click the Bounding Box Tool button and follow the steps below. You can also click the Bounding Box Tool button to see the box location of existing latitudes and longitudes.
• Step 1: Drag the map to the desired location or enter a location name in text box and click the geocode button. The map will jump so that the location you entered is at the center of the map.
• Step 2: Zoom in or zoom out as necessary using the slider bar in the upper left.
• Step 3: Add the bounding box that identifies the latitude and longitude coordinates by clicking the Add Bounding Box button.
• Step 4: Resize the bounding box as necessary by dragging the corners. The latitude and longitude data is displayed in the coordinate text boxes. You can also drag the bounding box as well.
• Step 5: When you are ready to enter latitude and longitude information into the record, click the Send Values button. You will jump back to the cataloging interface.
• Step 6: Be sure to then enter the name of the location of the latitude and longitude coordinates. Include names of states and countries. See examples for names.
• Step 7: If appropriate, complete elevation information in the fields of upLimit, downLimit and zUnits. See the best practices for those fields.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Latitude - south limit

xpath - /record/coverage/location/@southLimit
Framework version - 1.00

Definition - the southernmost latitude, in decimal degrees, for a geographic location associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -36.58
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional must be completes if the fields of northLimit, westLimit and eastLimit are completed.
• Repeat the entire location field to enter multiple sets of geographic coordinates.
• Latitudes run parallel to the equator and range from -90 degrees to 90 degrees.
• Enter values in the following format ##.##, that is, to a maximum of two decimal places. Or use the Bounding Box Tool. See below.
• For those values less than 1 degree, use a leading zero (e.g. 0.93).
• Use positive values for latitudes north of the equator (Northern hemisphere).
• Use negative values for latitudes south of the equator (Southern hemisphere).
• Latitude and longitude information may be entered independent of altitude or depth information.

Enter Latitude and Longitude Using the Bounding Box Tool

• The Bounding Box Tool only helps complete latitude and longitude information. It does not help complete location name information.
• To enter latitude and longitude information, click the Bounding Box Tool button and follow the steps below. You can also click the Bounding Box Tool button to see the box location of existing latitudes and longitudes.
• Step 1: Drag the map to the desired location or enter a location name in text box and click the geocode button. The map will jump so that the location you entered is at the center of the map.
• Step 2: Zoom in or zoom out as necessary using the slider bar in the upper left.
• Step 3: Add the bounding box that identifies the latitude and longitude coordinates by clicking the Add Bounding Box button.
• Step 4: Resize the bounding box as necessary by dragging the corners. The latitude and longitude data is displayed in the coordinate text boxes. You can also drag the bounding box as well.
• Step 5: When you are ready to enter latitude and longitude information into the record, click the Send Values button. You will jump back to the cataloging interface.
• Step 6: Be sure to then enter the name of the location of the latitude and longitude coordinates. Include names of states and countries. See examples for names.
• Step 7: If appropriate, complete elevation information in the fields of upLimit, downLimit and zUnits. See the best practices for those fields.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Lifecycle

xpath - /record/lifecycle
Framework version - 1.00

Definition - features related to the creation, publication, access, intellectual property, copyright or terms of use of a resource, including persons or organizations contributing to or owning the content of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - publicationDate, accessOrCopyright, rightsURL, accessRights, contributor
Data types - complex
Domain - child elements
Domain example - <publicationDate>, <contributor>, etc.

Cataloging best practices

Things to do

• Complete the required subfields of publication date and contributor.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Location

xpath - /record/coverage/location
Framework version - 1.00

Definition - the name of a geographic location associated with the resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - Mt. Vesuvius, Italy; Grand Canyon National Park, Arizona, United States
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional but at a minimum requires the name of a location.
• Repeat the entire location field to enter multiple location names.
• Use for the name of a geographic location associated with the resource.
• A geographic location means the entered location can be expressed using geographic coordinates of latitude and longitude.
• Include names of states and countries.
• If possible, complete latitude and longitude information for the location. The Bounding Box Tool can help complete the latitude and longitude fields of northLimit, southLimit, westLimit and eastLimit. See below.
• The Bounding Box Tool does not help complete the required field of location. You must enter the name of the location manually.

Examples

• Mt. Hood, Oregon, United States
• Mt. Vesuvius, Italy
• Grand Canyon National Park, Arizona, United States
• Arctic region
• Blake Plateau, Atlantic Ocean
• Charleston Bump, Blake Plateau, Atlantic Ocean
• Atlantic Ocean

Enter Latitude and Longitude Using the Bounding Box Tool

• The Bounding Box Tool only helps complete latitude and longitude information. It does not help complete location name information.
• To enter latitude and longitude information, click the Bounding Box Tool button and follow the steps below. You can also click the Bounding Box Tool button to see the box location of existing latitudes and longitudes.
• Step 1: Drag the map to the desired location or enter a location name in text box and click the geocode button. The map will jump so that the location you entered is at the center of the map.
• Step 2: Zoom in or zoom out as necessary using the slider bar in the upper left.
• Step 3: Add the bounding box that identifies the latitude and longitude coordinates by clicking the Add Bounding Box button.
• Step 4: Resize the bounding box as necessary by dragging the corners. The latitude and longitude data is displayed in the coordinate text boxes. You can also drag the bounding box as well.
• Step 5: When you are ready to enter latitude and longitude information into the record, click the Send Values button. You will jump back to the cataloging interface.
• Step 6: Be sure to then enter the name of the location of the latitude and longitude coordinates. Include names of states and countries. See examples for names.
• Step 7: If appropriate, complete elevation information in the fields of upLimit, downLimit and zUnits. See the best practices for those fields.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Longitude - east limit

xpath - /record/coverage/location/@eastLimit
Framework version - 1.00

Definition - the easternmost longitude, in decimal degrees, for a geographic location associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - -180.00 to 180.00
Domain example - -123.46
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional must be completes if the fields of northLimit, southLimit and westLimit are completed.
• Repeat the entire location field to enter multiple sets of geographic coordinates.
• Longitudes run from pole to pole and range in value from -180 degrees to 180 degrees; the prime meridian (0°) runs through Greenwich, England.
• Enter values in the following format ###.##, that is, to a maximum of two decimal places. Or use the Bounding Box Tool. See below.
• For those values less than 1 degree, use a leading zero (e.g. 0.93).
• Use positive values for longitudes east of the prime meridian (Eastern hemisphere).
• Use negative values for longitudes west of the prime meridian (Western hemisphere).
• Latitude and longitude information may be entered independent of altitude or depth information.

Enter Latitude and Longitude Using the Bounding Box Tool

• The Bounding Box Tool only helps complete latitude and longitude information. It does not help complete location name information.
• To enter latitude and longitude information, click the Bounding Box Tool button and follow the steps below. You can also click the Bounding Box Tool button to see the box location of existing latitudes and longitudes.
• Step 1: Drag the map to the desired location or enter a location name in text box and click the geocode button. The map will jump so that the location you entered is at the center of the map.
• Step 2: Zoom in or zoom out as necessary using the slider bar in the upper left.
• Step 3: Add the bounding box that identifies the latitude and longitude coordinates by clicking the Add Bounding Box button.
• Step 4: Resize the bounding box as necessary by dragging the corners. The latitude and longitude data is displayed in the coordinate text boxes. You can also drag the bounding box as well.
• Step 5: When you are ready to enter latitude and longitude information into the record, click the Send Values button. You will jump back to the cataloging interface.
• Step 6: Be sure to then enter the name of the location of the latitude and longitude coordinates. Include names of states and countries. See examples for names.
• Step 7: If appropriate, complete elevation information in the fields of upLimit, downLimit and zUnits. See the best practices for those fields.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Longitude - west limit

xpath - /record/coverage/location/@westLimit
Framework version - 1.00

Definition - the westernmost longitude, in decimal degrees, for a geographic location associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - decimal
Domain - -180.00 to 180.00
Domain example - -123.46
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional must be completes if the fields of northLimit, southLimit and eastLimit are completed.
• Repeat the entire location field to enter multiple sets of geographic coordinates.
• Longitudes run from pole to pole and range in value from -180 degrees to 180degrees; the prime meridian (0°) runs through Greenwich, England.
• Enter values in the following format ###.##, that is, to a maximum of two decimal places. Or use the Bounding Box Tool. See below.
• For those values less than 1 degree, use a leading zero (e.g. 0.93).
• Use positive values for longitudes east of the prime meridian (Eastern hemisphere).
• Use negative values for longitudes west of the prime meridian (Western hemisphere).
• Latitude and longitude information may be entered independent of altitude or depth information.

Enter Latitude and Longitude Using the Bounding Box Tool

• The Bounding Box Tool only helps complete latitude and longitude information. It does not help complete location name information.
• To enter latitude and longitude information, click the Bounding Box Tool button and follow the steps below. You can also click the Bounding Box Tool button to see the box location of existing latitudes and longitudes.
• Step 1: Drag the map to the desired location or enter a location name in text box and click the geocode button. The map will jump so that the location you entered is at the center of the map.
• Step 2: Zoom in or zoom out as necessary using the slider bar in the upper left.
• Step 3: Add the bounding box that identifies the latitude and longitude coordinates by clicking the Add Bounding Box button.
• Step 4: Resize the bounding box as necessary by dragging the corners. The latitude and longitude data is displayed in the coordinate text boxes. You can also drag the bounding box as well.
• Step 5: When you are ready to enter latitude and longitude information into the record, click the Send Values button. You will jump back to the cataloging interface.
• Step 6: Be sure to then enter the name of the location of the latitude and longitude coordinates. Include names of states and countries. See examples for names.
• Step 7: If appropriate, complete elevation information in the fields of upLimit, downLimit and zUnits. See the best practices for those fields.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Mime type

xpath - /record/general/mimeType
Framework version - 1.00

Definition - identifies the technical datatype (file format) or digital manifestation of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - application/msword, text/html

Cataloging best practices

Things to do

• This is a required field with a controlled vocabulary.
• Check all appropriate terms.
• Mime types describe the technical features of the resource and can assist in resource discovery as well as indicate how a resource can be displayed, accessed and what is needed by the user to make it work properly.
• Select the dominant mime types that apply to the resource. For example a web site that is comprised of HTML, GIFs and JPEGs.
• Try to be as specific as possible.
• If selecting lower-level terms, such as text/html, include the hierarchy of terms above. This would include Text.
• If a resource needs or uses a helper application, include the mime type for the needed application, audio, image, text or video that are downloadable or viewable from the resource.

Examples

• application/msword: any Microsoft Word document.
• application/pdf: any pdf document that requires a pdf reader (e.g. Acrobat).
• text:/html: a generic web page.
• image/jpeg: a jpg image like this satellite image showing the coast of China.
• audio/x-wav: audio files with a file extension of .wav.

Unable to Determine an Appropriate Mime Type? Do this:

• In your browser, right click with your mouse on the resource. Then select 'properties' if it is available to you. Then look at the type field. This will often indicate the mime type.
• Otherwise, select the Text term as the default mime type.
• Then determine if you should add additional mime types that are not part of the controlled vocabulary list. See below.

Wish to Add a Mime Type that is Not on the List? Do this:

• To add mime types that are not part of the controlled vocabulary list, enter them in the format field.
• Be sure to enter new mime types in the correct form of type/subtype (e.g. text/html).
• Use a mime types list to help determine proper mime types.

Definitions:

• Application: a helper program that enables a browser to access a particular file.
• Audio: the resource requires a sound output device to hear, i.e. speakers.
• Image: the resource requires a display device to view, i.e. computer monitor.
• Model: a program or software that creates a two or three dimensional representation of an object or a simulation that shows or allows for a specific action.
• Text: a textual resource in which a web browser is sufficient to view the text content of the resource.
• Video: requires the capability to show moving images. It may or may not require special software or hardware.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Record ID - library catalog number

xpath - /record/general/recordID
Framework version - 1.00

Definition - the identification (library catalog) number of the metadata record cataloging a particular resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - auto generated
Domain example - DLESE-000-000-000-123

Notes

• These are the metadata record identification numbers.

Cataloging best practices

Things to do

• This is a required field. However, it may be automatically generated for you if you are using a cataloging tool.
• Use automated means to generate record ID numbers that are unique.
• If you are using a cataloging tool, record ID numbers are probably generated automatically.

Things to avoid

• If using a cataloging tool, do not change automatically generated record ID numbers.
• Do not repeat record ID numbers within a collection.
• Do not use spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.
• Do not use just numbers; rather include a text label with a string of numbers. See examples below.

Examples

• DLESE-000-000-000-123
• MSP2-000-000-000-456

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Related resource

xpath - /record/educational/relatedResource
Framework version - 1.00

Definition - the creation of a connection between resources that includes a title, URL and type of relationship
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Attributes - type, URL, title
Data types - complex
Domain - attributes
Domain example - /@type, /@title, /@url
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional.
• Repeat this field to add multiple related resources.
• Create meaningful relationships. That is, will creating the relationship between the resource being described and another resource enhance the use or discovery of both resources?
• Complete the required subfields of type, URL and title.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Resource type

xpath - /record/educational/resourceType
Framework version - 1.00

Definition - the nature, function or typical use of a learning or teaching resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - Controlled vocabulary
Domain example - Assessment Material, Dataset

Controlled vocabulary information

• Number of levels - 2
• Level 1 is Category - the nature, function or typical use of a learning or teaching resource
• Level terms and definitions:
• Assessment Material - material that enables evaluation or measurement of progress, development, ability, skill, understanding, knowledge, aptitude, achievement, or an opinion/attitude
• Dataset - visual, factual, or numerical information that comes from a sensing device, whether instrument-measured or human-observed; describes both unprocessed, "raw" information as well as information already organized into lists, tables, or databases
• Event - a non-persistent, time-based occurrence
• Instructional Material - resource or learning object intended to facilitate teaching or enable learning
• Reference Material - specialized information intended to be used as an authoritative source or to stimulate topical research
• Community - a resource that facilitates communications and interactions
• Tool - physical hardware or computer software that facilitates interacting with a resource or accomplishing a task
• Audio/Visual - representations other than text
• Level 2 is NSDL Type - the nature, function or typical use of a learning or teaching resource

Term and definitions

• Assessment Material - material that enables evaluation or measurement of progress, development, ability, skill, understanding, knowledge, aptitude, achievement, or an opinion/attitude (use for: webquest, building a concept map, lab report, survey, questionnaire, open-ended question, or take-home questions)
• Answer Key - a correct solution or response to a question, problem or test
• Portfolio - a collection of student work that demonstrates academic progress or knowledge acquisition over a period of time
• Rubric - statements describing the abilities, knowledge, or understanding of a content area in order to reach a certain level of mastery
• Test - an oral or written examination comprising questions, exercises, and/or problems that measure the skill, knowledge, capacity, or aptitude of an individual or group; may or may not include an answer key
• Dataset - visual, factual, or numerical information that comes from a sensing device, whether instrument-measured or human-observed; describes both unprocessed, "raw" information as well as information already organized into lists, tables, or databases
• Database - information held electronically and organized for rapid search and retrieval by a computer
• List/Table - factual or numerical information arranged for ready reference and interpretation by users
• Observed Data - visual, factual or numerical information generated from human observations or in-situ instrument measurements
• Remotely Sensed Data - imagery generated from measuring devices that are not in direct contact with the medium they are measuring (use for: radar or satellite imagery)
• Trial - one of a number of repetitions of an experiment
• Event - a non-persistent, time-based occurrence [Dublin Core]
• Award/Recognition/Scholarship - monetary or honorary acknowledgement bestowed for merit, research, performance, study, writing, or other professional/educational endeavors (includes honorarium or stipends)
• Broadcast - media presentation (audio, video and/or text) prepared and intended for a wide or specific audience, often with limited or controlled audience participation, occurring on a certain date and often archived for later use; may lose relevancy over time (use for: concert webcast, podcast, newscast, or talk show)
• Call for Participation - time-sensitive invitation for contribution, involvement or input on a product, event, or project (use for: call for papers, call for input, testing, feedback, formative evaluations, or collaborations)
• Conference - physical or virtual meeting of broad or tightly focused appeal targeted for a specific academic and/or professional community and typically sponsored
• Exhibit - a non-permanent display of artifacts, images, or resources organized around a particular theme or topic
• Learning/Research Opportunity - activity whose primary object is professional/academic development and practical research experience; may or may not include a stipend or honorarium (use for: field project, course, internship, mentoring, tutoring, exchange, or college credit opportunity)
• Job - position for which participants receive remuneration (pay for work done but not a stipend or honorarium) (use for: postdoc, internship, fellowship, assistantship, or research associateship)
• News - general information or announcement that loses its immediate relevancy after a short time (use for: newsletter, press release)
• Workshop - short-term meeting or interaction, typically with a well-defined outcome like professional-skills development
• Instructional Material - resource or learning object intended to facilitate teaching or enable learning
• Activity - non-laboratory material designed to stimulate learning and help students develop particular skills, specific knowledge, or reflexive habits of mind
• Annotation - a comment, review, graphic, question, tip, or link associated with an existing resource and providing further explanation, expansion, and/or reaction
• Case Study - resource offering intensive analysis of discrete, or a combination of, peoples, locations, environments, objects, time periods, or concepts
• Course - a set of teaching materials (generally for instructors) or learning materials (generally for students) intended to achieve a range of objectives over an extended period of time
• Curriculum - a program of study which may or may not include assessment material
• Demonstration - a resource that exposes the nature and requirements of a procedure, process, or principle by manipulating real objects (term is distinct from Simulation in that demonstrations have real objects in them as opposed to representations)
• Experiment/Lab Activity - a scientific procedure undertaken to make a discovery, test a hypothesis, or demonstrate a known fact [Compact Oxford English Dictionary]
• Field Trip - excursion to a place to gain firsthand information, knowledge, or experience (use for: descriptions or plans for field trips, virtual field trips)
• Game - an interactive environment in which participants compete, strategize, play, role-play, troubleshoot, or make decisions in order to learn a subject or skill
• Instructional Strategy - a guideline, pedagogical description, or tip for effective teaching and learning
• Instructor Guide/Manual - resource for teachers regarding the use of learning materials with respect to educational objectives, classroom management, materials development, assessment, and additional reference material
• Interactive Simulation - a representation of a system, process or environment where learners control and manipulate variables or other objects to affect outcomes (use for: applet, mathlet)
• Lecture/Presentation - audio or text record of a speech or a unit of instruction organized and delivered by an instructor for the purpose of informing a group about a topic
• Lesson/Lesson Plan - resource to support students' learning of specific concepts, skills, or content; often includes teaching instructions, educational goals, learning objectives, and procedures
• Model - a mathematical or physical construct intended to study or represent a real-world system or phenomenon
• Problem Set - series of tasks or questions posed to the student, as in homework or other assignment (use for: worksheet)
• Project - individual or group activity or problem that supplements and applies classroom studies and often results in a product
• Simulation - imitative representation of a system, process, photo, setting, or principle (note that the imitative nature of Simulation distinguishes it from a Demonstration, which employs real objects)
• Student Guide - resource for learners to help facilitate learning and comprehension of subject matter content (use for: lab manual, study guide, workbook)
• Syllabus - plan showing the structure of a particular course, including course description and objectives, grading policy, materials, assignments, lesson sequence, and course calendar [iLumina]
• Textbook - resource providing comprehensive materials for specific topics (use for: chapters or other typical book components) [ENC]
• Tutorial - resource that provides guided information about a specific subject
• Unit of Instruction - a set of teaching materials, generally for instructors, or alternatively learning materials, generally for students, intended to achieve specific and focused objectives over a limited period of time such that units often constitute a Course
• Reference Material - specialized information intended to be used as an authoritative source or to stimulate topical research
• Abstract - condensed version or summary of a larger piece of work outlining major points and conclusions [DLESE]
• Article - generally nonfiction writing communicating ideas, concepts, results, or facts; often, but not always, part of a monograph, journal, magazine, or newspaper (use for: essays, information sheets, pamphlets, brochures, preprints)
• Bibliography - a list, often with descriptive or critical notes, of writings relating to a particular subject, period or author [Merriam-Webster Online]
• Career Information - resource describing specific science, technology, engineering, and mathematic (STEM) information and/or insight into STEM careers and requisite skills (use for: camps, internship programs, or informational programs which inform and support individuals interested in pursuing STEM careers)
• Classification Key - resource providing guidelines or methods for identifying, sorting, or categorizing objects (use for: cloud chart, soil chart, taxonomic keys)
• Educational Standard - level of achievement to which learners or educators are expected to aspire
• FAQ - frequently asked questions about a topic, organization, or event that are intended to help users
• Fiction - narrative or verse describing imaginary events, people, or objects (use for: prose literature, novels, poems)
• Glossary/Index - a compiled or alphabetical list of words relating to a specific subject, situation, text, or dialect that variously include definitions, explanations, page references, or descriptions (use for: dictionary, table of contents)
• Outline - set of preliminary ideas and thoughts, generally in a list-like format, about a project, paper, or other endeavor
• Nonfiction Reference - writing describing facts, places, events, and things but not including instructional activities (use for: books, websites)
• Periodical - materials in any medium issued under the same title with discrete parts or articles, appearing at regular or irregular intervals; may or may not describe materials with peer review (use for: journal, peer-reviewed journal, magazine, serial)
• Policy - document containing statements or series of steps for a particular way of accomplishing a goal [DLESE]
• Proceedings - collection of papers or abstracts presented at a specific meeting or event with defined outcomes
• Proposal - a formal document detailing an intended or future project, recommendation, plan, or idea
• Report - detailed account or statement, often outlining the results or events of a meeting, endeavor, activity, topic, issue, or study (use for: review, evaluation, monograph)
• Scientific Standard - information regarding physical constants, units of measurement, expressing uncertainty of measurement, conversion factors, and equations
• Specimen - an object from the natural world that is intended for study (use for: rock sample, lab sample, cultures, insect)
• Thesis/Dissertation - research text written in partial fulfillment of the requirements for an academic degree (typically postgraduate)
• Community - a resource that facilitates communications and interactions
• Ask-an-Expert - resource affording the ability to submit questions to a responsive individual or group possessed with specific expertise in the area of interest
• Forum - meeting or medium (synchronous/asynchronous) enabling the exchange of views (use for: message board, chat)
• Listserv - email-based communication that is usually topic-focused and distributed to a member-based group of individuals via a single email address and including the archive of the email list
• Weblog - a web-based publication consisting primarily of articles or entries, written by one person or a group
• Wiki - website that allows visitors to add, remove, edit, link, and change content, typically without the need for registration
• Tool - physical hardware or computer software that facilitates interacting with a resource or accomplishing a task
• Code - set of computer instructions or scripts that enhance a resource; generally does not stand alone
• Equipment - physical device or implement needed to interact with a resource
• Form - formatted document containing blank fields that users populate with data (use for: calculator, online survey form)
• Numerical Model - set of computer instructions intended to operate on a Dataset in order to understand the natural world by predicting current, past, or future situations given a set of initial conditions
• Search Engine - mechanism by which the web or a sub-component thereof is searched, prompted by a specific query entered by a user
• Software - stand-alone tool that provides access, interaction, and the ability to run resources; it does not enhance another piece of software and it is distinct from Numerical Model (use for: data analysis tools, content creation tools)
• Audio/Visual - representations other than text [Dublin Core]
• Graph - visual representation of data with the purpose of providing meaning to the data (use for: pie charts, line graphs)
• Illustration - visual material used to clarify or annotate pieces of text (use for: drawing, diagram)
• Image/Image Set - visual material that is not in motion and is not intended to annotate pieces of text (use for: poster, digital image of a painting or print)
• Map - representation of physical features or data of a discrete area, often done on a flat surface at a point in time (use for: topographic map, soil map, road map, bedrock map, or atlas)
• Movie/Animation - in-motion, dynamic, audio/visual material played in a linear fashion and often not related to a specific date in time (use for: webcast about a science concept, podcast); (see Broadcast for concert, performance, newscast)
• Music - vocal, instrumental, electronically-produced, or mechanical sound featuring rhythm, melody and/or harmony
• Photograph - image produced by radiant energy, especially visible light (use for: photo, digital camera, or computer generated photograph, slide)
• Sound - non-musical, non-vocal, recorded auditory material (use for: natural world, mechanical, noise, tones)
• Voice Recording - recorded material that tends to be descriptive in nature; may or may not be drawn from written texts (use for: audio book, oral history, interview, podcast)

Cataloging best practices

Things to do

• This is a required field with a controlled vocabulary.
• Use for describing the nature, function or typical use of a learning or teaching resource.
• Choose the dominant type(s) that best describe or fit the resource.
• If selecting lower-level terms, such as Course, include the hierarchy of terms above. This would include Instructional Materials.
• If a resource comprises multiple dominant types, check all appropriate terms.
• If adequate description of a resource requires the selection of a large number of type (generally five or more), consider cataloging the resource as separate objects (i.e., consider creating multiple metadata/catalog records).
• Choose terms to the finest level of granularity appropriate for the resource. For example, if a resource only applies to a Rubric, then use that. If a resource applies to a few more types in the broad-group Assessment Material, select as many assessment materials as appropriate (along with the broad-group term) or simply select Assessment Material.
• Items and articles within newsletters may be cataloged separately, at a cataloger's discretion.
• For project-like resources that are used primarily as assessments, use the term Assessment Material.
• The resource type terms are defined after the examples.

Things to avoid

• If a Curriculum includes an assessment, do not use the broad-group term Assessment Material because most curricula by their nature include assessment material. (Do, however, use the broad-group term Instructional Material alongside Curriculum, per best practices outlined above.)
• For large resources, do not choose every resource type encompassed by the resource, choose the representative ones.
• Do not describe every way a resource may be used. Focus on the general intended use of a resource.
• Do not let URL extensions like .com, .org, etc. be a primary influence on the choice of a resource type.

Examples

• Simulation: Teachers Domain: The Jet Stream and Horizontal Temperature Gradients
• Project: Down the Drain: How Much Water do You Use
• Tool and Search Engine: Digital Library for Earth System Education (DLESE)

Usage Examples

• Use Voice Recording and Fiction or Nonfiction Reference for an audio book.
• Use Student Guide for lab manual, study guide, or workbook.
• Use Form for calculator or survey form.
• Use Forum for message board or chat.
• Use Simulation for applet or mathlet.
• Use Broadcast for webcast, podcast, newscast, or talk show that occurs at a specific time.
• Use Remotely Sensed Data and Animation/Movie for satellite or radar imagery.
• Use Annotation for a teaching tip, comment, or formal review of a resource.
• Use Assessment Material for non-examination materials such as a webquest, concept-map-building assignment, lab report, survey, questionnaire, or take-home questions.
• Use Fiction for prose literature, novels, or poems.
• Use Periodical to represent an entire journal.
• Use Article to represent a single article within a journal.
• Use Article to represent essays, information sheets, pamphlets, or brochures that are not expressly career-oriented.
• Use Career Information for information sheets, pamphlets, or brochures that provide career information.
• Use Image/Image Set for a poster, digital print, or painting.
• Use Problem Set for a worksheet.
• Use News for newsletters and press releases.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Role

xpath - /record/lifecycle/contributor/@role
Framework version - 1.00

Definition - the role an individual or organization has in the creation, publication or contribution to a resource.
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - NASA, National Geographic Society, John Smith
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is required.
• Repeat the entire contributor field to add additional roles.
• Contributors may be people or organizations.
• All contributors must have a role associated with them.
• Enter as many contributors as the resource requires, using a new contributor entry for each.
• Enter multiple authors in their order of importance.
• If unable to determine importance, enter multiple authors in the order given in the resource.
• If a person or entity fits multiple roles, create separate entries for each separate role if the roles are important to be named.
• An author and publisher can be the same person or entity.
• Select the role that best describes the person or entities involvement in creation of the resource.

Can't Determine a Role? Do this:

• If the resource is part of an organizational site, choose a role of Publisher and enter the name of the organization as the contributor.

Author

• The person, organization, service or entity primarily responsible for creating or developing the intellectual content of the resource (not the presentation).
• To find authors in the resource, check under Credits, About, Contact, or a copyright statement for pertinent information regarding authorship.
• It is possible and acceptable that an author and a publisher may be the same person or entity.

Editor

• The person or entity who prepares a resource for publication or distribution.
• Editors may add introductory or other critical matter or provide technical direction for an editorial staff.
• Editors may compile the work of multiple authors, examine proofs, provide intellectual design, or enforce common style and usage.
• Editors are usually identified as such on the resource.

Graphical designer

• The person or entity that provides the visual design of the resource.
• Graphical designers are often named on CD-ROMs, videotapes, and Internet sites.
• To avoid misrepresentation, the graphical designer should be identified as such on the resource.
• Add this role selectively and with a critical eye.

Initiator

• The federal person, institution, or agency that is responsible for originally causing the development process and is identified as such on the resource, i.e. funder.
• Made possible with a grant from the National Science Foundation.

Publisher

• A person or organization responsible for making the resource available in its current form.
• These include a publishing house, a university department, or a corporate entity, host site, base domain or distributor.
• Use this role for the agency responsible for making the information available in its present form, not for the presentation or site maintenance (i.e. not the webmaster or web page designer).

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Standard

xpath - /record/educational/standard
Framework version - 1.00

Definition - a vision of a scientifically literate populace by outlining what students need to know, understand, and be able to do to be scientifically literate at different grade levels
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - This resource meets the training standard
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional.
• Repeat the field as necessary.
• Use this field when you wish to associate standards that are not available in the standard - ASN field.
• Enter the complete text of the standard including any hierarchal information that is important to understanding the context of the standard.
• If the resource contains standards information, try to record this standards information to the same level of granularity when cataloging.

Things to avoid

• Do not make standards associations just for the sake of making an association.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Standard - ASN

xpath - /record/educational/standard_ASN_ID
Framework version - 1.00

Definition - standards information encoded as ASN URL identifiers
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - ASN URL identifiers
Domain example - http://purl.org/ASN/resources/S10245A5
Other occurrences in framework - false

Cataloging best practices

Things to do

• This field is optional.
• You may choose as many standards as appropriate.
• If the resource contains standards information, try to record this standards information to the same level of granularity when cataloging.
• Standards information must be entered using unique URL identifiers of the Achievement Standards Network (ASN). This looks like: http://purl.org/ASN/resources/D100027B
• An interactive table assists with creating the unique URL identifiers of ASN.
• The table has 3 different modes: Browse, Selected and Suggest. Read the appropriate sections below to learn how each works.
• If no standards have been associated with the resource, the interactive table opens in browse mode with the National Science Education Standards shown.

Things to avoid

• Do not make standards associations just for the sake of making an association.

Browse Mode

• This mode lets you examine standards documents in a tree form.
• Use the triangular open/close trigger to open the standards more fully.
• You may select standards in this mode by clicking on any checkbox.
• To browse different sets of standards (national or state), select the appropriate topic and author (the state) at the top of the table in the section labeled Select Standards Document.

Selected Mode

• This mode lets you examine all standards that have been associated with a resource.
• You may de-select (but not select) standards in this mode by clicking on any checkbox.
• By default, the Select mode shows the standards for the topic and author listed at the top of the table in the section labeled Select Standards Document.
• To see other standards that have been associated (selected) with the resource, click on the triangular open/close trigger next to the see Selected Standards from other Standards Documents (which is under any current list of selected standards).

Suggest Mode

• This mode lets you examine standards that may be a potential match for the content of the resource.
• Standards are suggested for the resource based on several criteria.
• Criteria 1: Select the topic and author (a set of state or national standards) listed at the top of the table in the section labeled Select Standards Document.
• Criteria 2: Decide if you would like standards suggestions to use information from the metadata record. This includes grade ranges (education level), subjects, keywords, description and the URL. Enable or disable these as appropriate in the Suggestion Criteria section of the table.
• Criteria 3: The content of the resource is read in order to suggest appropriate standards. This criteria is enabled automatically and cannot be changed.
• Pleas note:
• No suggestions are accepted until they are checkmarked. Please be sure to have a person experienced with standards alignment make the final decisions on whether a suggested standard is appropriate for the resource.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Subject - disability, gender, ethnicity

xpath - /record/general/gsdlSubject
Framework version - 1.00

Definition - disability, gender, ethnicity areas addressed by the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Disability, Disability:By author with disability

Cataloging best practices

Things to do

• This is an optional field.
• Check all appropriate terms.
• Use this field to describe resources that address gender, equity or disability issues.
• If selecting lower-level terms, such as Targets girls or women, include the hierarchy of terms above. This would include the term Gender.
• If no term fits or accurately describes the resource, use the keyword metadata field to enter you own terms.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Subject - educational issues

xpath - /record/general/subjects/educationalSubject
Framework version - 1.00

Definition - educational issues the resource addresses
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Achievement, Equity or Teaching strategies

Cataloging best practices

Things to do

• Check all appropriate terms.
• Use this field to describe what the resource is about - not what it is. For example, is it about professional development or is it professional development? If it is about professional development, assign 'Professional development' as a subject term. If it is professional development, describe what it is about.
• Be as specific as possible, but only assign terms that describe at least 1/3 of the content of the resource.
• A subject term is required. That is, at least a single term must be chosen from the combined lists of science, math or education. So choose at least one science term or choose one math term or choose one educational term. You do not need to select one science term, one math term and one educational term.
• If selecting lower-level terms, such as Latinos, include the hierarchy of terms above. This would include the term Student populations.
• In order to help complete this field, be sure to read the equivalent and related terms and scope notes below.
• If no term fits or accurately describes the resource, use the keyword metadata field to enter your own terms. But remember that at least one science, math or educational subject term must be selected.

Equivalent and/or Related Terms

• Assessment of students: rubrics, portfolios, high stakes testing.
• Classroom management: learning environment.
• Competitions: math olympiad, science olympiad, science fairs.
• Educational research: action research, lesson study.
• Informal education: after-school programs, observatories, aquariums, amusement parks, botanical gardens, camps, field trips, national parks, museums, outdoor education, parks, planetariums, youth organizations, zoos.
• Learning theory: concept mapping, constructivism, alternative theory, learning styles.
• Parent involvement: caregiver involvement, parents, foster family.
• Professional development: quality teachers, advance knowledge, mentoring, leadership, summer learning experiences, teacher internships, teacher evaluations.
• School improvement: reform, educational improvement.
• Science safety: laboratory safety, precautions with handling animals.
• Student populations:Physically challenged: visually impaired, blind, hearing impaired, deaf.
• Teacher preparation: preservice teachers, alternative certification.
• Teaching strategies: cooperative learning, hands-on learning, reading across the curriculum, writing across the curriculum, teaching with literature, questioning techniques, learning cycle, KWL, peer to peer mentoring, conceptual change, discrepant events, multicultural approaches.

Scope Notes

• Achievement: resources about success and reaching high-learning goals. It could include programs and case studies. It should not be attached to resources that are state or national standards.
• Cultural awareness: resources about why cultural awareness should be used and how it can be implemented.
• Curriculum: content intended to be taught, frameworks, state standards, national standards. Examples include the National Science Education Standards handbook or the National Council of Teachers of Mathematics handbook.
• Educational research: resources are about educational research or how to do research.
• Equity: includes unfairness in the delivery of education, overcoming inequalities, equal opportunities for different genders, races, etc.
• Inclusion: resources about placing disabled students in the least restrictive environment (LRE) with their non-disabled classmates.
• Instructional materials: includes resources that describe how to evaluate curriculum.
• Integrating technology: includes how to use calculators or how to use probe-ware.
• Professional development: resources about how to design an experiment, how to execute it or how to develop leadership.
• Student populations: assign these populations if the resource is about them or if the resource benefits them.
• Teacher content knowledge: this is about knowledge. It is not about a resource such as a genetics or algebra textbook.
• Teaching strategies: relates to application within the classroom.

MSP2 Educational Issues Subject List

• For more information on the educational issues subject list, see https://wiki.nsdl.org/index.php/MiddleSchoolPortal/ENCdl_Education_Issues_Subject_List. You may or may not be asked to login into the National Science Digital Library (NSDL). You should be able to ignore the login request and proceed to the page.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Subject - mathematics

xpath - /record/general/subjects/mathSubject
Framework version - 1.00

Definition - mathematics topics covered by the resource
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Process skills:Spatial sense or Statistics:Data analysis

Cataloging best practices

Things to do

• Check all appropriate terms.
• Use this field to describe what the resource is about - not what it is.
• Be as specific as possible, but only assign terms that describe at least 1/3 of the content of the resource.
• A subject term is required. That is, at least a single term must be chosen from the combined lists of science, math or education. So choose at least one science term or choose one math term or choose one educational term. You do not need to select one science term, one math term and one educational term.
• If selecting lower-level terms, such as Linear, include the hierarchy of terms above. This would include Equations and Algebra.
• In order to help complete this field, be sure to read the equivalent and related terms and scope notes below.
• If no term fits or accurately describes the resource, use the keyword metadata field to enter your own terms. But remember that at least one science, math or educational subject term must be selected.

Equivalent and/or Related Terms

• Algebra:Abstract algebra: groups, rings, fields, ideals.
• Algebra:Algebraic manipulation: expressions.
• Algebra:Equations:Linear: slope.
• Algebra:Graphing techniques: Graphing utilities.
• Algebra:Linear algebra:Linear programming: optimization.
• Algebra:Linear algebra:Matrices: matrix, matrix algebra.
• --------------------
• Calculus:Multivariate: fourier series.
• Geometry:Analytic geometry:Cartesian coordinates: Cartesian plane.
• Geometry:Plane geometry: Euclidean geometry.
• Geometry:Plane geometry:Scale: proportional.
• Logic and foundations:Sets and set operations: set theory.
• --------------------
• Measurement:Angle measure: angular measurement.
• Measurement:Length: distance.
• Measurement:Rate: speed.
• Measurement:Scale: scale drawing.
• Measurement:Systems of measurement: units of measurement.
• Measurement:Systems of measurement:English: standard units, customary units.
• Measurement:Temperature: Celsius, Fahrenheit.
• Measurement:Time: calendar.
• --------------------
• Number and operations: computation.
• Number and operations:Arithmetic:Composition and decomposition of numbers: expanded form
• Number and operations:Arithmetic:Counting: skip counting.
• Number and operations:Arithmetic:Exponents: powers.
• Number and operations:Arithmetic:Factors: greatest common factor, least common multiple.
• Number and operations:Arithmetic:Fractions: mixed numbers.
• Number and operations:Arithmetic:Operations: computation.
• Number and operations:Arithmetic:Operations:Properties of operations: associative, commutative, distributive, equality, transitive.
• Number and operations:Arithmetic:Percent: percentage.
• Number and operations:Arithmetic:Place value: number bases.
• Number and operations:Arithmetic:Ratio and proportion: proportional.
• Number and operations:Arithmetic:Roots: cube roots, square roots.
• --------------------
• Number and operations:Number concepts:Complex numbers: imaginary numbers.
• Number and operations:Number concepts:Famous numbers:Golden ratio: Golden mean.
• Number and operations:Number concepts:Integers: negative numbers, positive numbers.
• Number and operations:Number concepts:Whole numbers: counting numbers.
• Number and operations:Patterns and sequences:Number patterns: Pascal's triangle.
• --------------------
• Process skills:Representation:Modeling: spatial representations, models.
• Process skills:Representation:Visual representation: graphic representation.
• Real world applications:Cartography and surveying: triangulation.
• Real world applications:Consumer mathematics: finance, interest.
• --------------------
• Statistics:Data analysis: statistical analysis.
• Statistics:Data analysis:Bayesian statistics: Bayes' theorem.
• Statistics:Data analysis:Data distribution: range.
• Statistics:Data analysis:Hypothesis tests: significance testing.
• Statistics:Data analysis:Mean, median, and mode: measures of central tendency.
• Statistics:Data analysis:Regression and correlation: linear regression.
• Statistics:Data analysis:Standard deviation: measures of spread.
• Statistics:Data collection:Experimental design: bias.
• Topology: knots.
• Trigonometry:Trigonometric functions: periodic functions.

Scope Notes

• Algebra:Abstract algebra: usually used for resources beyond K-12.
• Algebra:Algebraic manipulation: appropriate for working with algebraic expressions.
• Algebra:Equations: use when resource is about solving equations or graphing equations. Appropriate for first algebra course.
• Algebra:Functions: use when resources focus on the meaning of function. Usually appropriate for precalculus work.
• Algebra:Graphing techniques: techniques capable of producing animated graphing sequences based on mathematical formulas.
• Algebra:Linear algebra:Linear programming: encompasses optimizing a function under fixed constraints.
• --------------------
• Calculus:Functions: use when a resource is designed to build understanding of functions in the context of continuity, limits, and differentiation.
• Discrete mathematics:Game theory: method for analyzing situations of strategic interaction between competing agents or parties, where an agent's payoff from competition is affected not only by its own actions but also by the actions of its competitors.
• --------------------
• Geometry:Plane geometry:Circles: assign when the resource builds understanding about equations of circles and their algebraic properties.
• Geometry:Fractal geometry: assign for fractal resources that may explain self-similarity or the generation of a fractal image and the related mathematics.
• Geometry:Plane geometry: if resource focuses on quantitative, use Measurement.
• Geometry:Plane geometry:Circles: if resource focuses on circumference and area of circles, use Measurement:Area:Area of circles.
• Geometry:Plane geometry:Polygons: if resource focuses on area and perimeter, use Measurement:Area:Area of polygons.
• Geometry:Plane geometry:Quadrilaterals: for area and perimeter, use Measurement.
• Geometry:Plane geometry:Scale: use when the resource is about enlarging or shrinking a shape.
• Geometry:Plane geometry:Transformations: substitution of one mathematical configuration or expression by another in accord with a mathematical rule.
• Geometry:Plane geometry:Triangles: assign for resources about triangle theorems. For area and perimeter of triangles, use Measurement:Area.
• --------------------
• Mathematics history:Early number systems: assign for specific cultural number systems with unusual notation or counting systems other than base ten.
• Measurement: process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
• Measurement:Systems of measurement:Nonstandard: nonstandard units may include paperclips, unifix cubes, finger length, etc.
• Measurement:Time: assign to resources about topics such as telling time, elapsed time, reading a calendar, or reading a schedule.
• --------------------
• Number and operations:Arithmetic:Factors: assign when working with numbers, not when working with expressions or equations.
• Number and operations:Arithmetic:Number sense: assign to resources about the development of early math skills such as recognizing groups of objects, matching names and numerals, or developing the concept of one-to-one correspondence.
• Number and operations:Arithmetic:Operations: assign for a discussion of operations with any subset of the real numbers not specific to decimals or fractions.
• Number and operations:Number concepts:Rational numbers: assign when resource discusses fractions, repeating or terminating decimals, and integers as part of one set.
• Number and operations:Patterns and sequences:Arithmetic sequence: a sequence with a constant common difference between terms.
• Number and operations:Patterns and sequences:Geometric sequence: a number sequence with a nonzero constant ratio between terms.
• Number and operations:Patterns and sequences:Number patterns: can be assigned to patterns arranged spatially such as magic squares.
• --------------------
• Number theory: includes the study of algebraic and transcendental numbers.
• Number theory:Cryptography: the study or analysis of codes and coding methods.
• Number theory:Primes: assign to resources with information about prime numbers such as types, theories, patterns, etc.
• Probability:Distributions: tables or graphs of observed, predicted, or theoretical data indicating either the probability or the number of instances to be found along successive intervals of an ordered scale -- also, the mathematical functions of distributions.
• --------------------
• Process skills: broadly transferable intellectual skills, appropriate to all scientific endeavors -- includes basic process skills (e.g., observing, inferring, measuring, communicating, classifying, predicting, using time-space relations, using numbers) and integrated process skills (e.g., controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, formulating models).
• Process skills:Algorithms: use when resource addresses the use or development of algorithms.
• Process skills:Connections: resources that may demonstrate connections within different fields of mathematics or to subjects outside of math.
• Process skills:Estimation: the act or method of calculating or estimating through the use of number operations and/or other mathematical processes.
• Process skills:Problem solving:Word problems: mathematical problems expressed in narrative form -- answered by conversion of the circumstances to equivalent computations or equations, which can be solved arithmetically, algebraically, or with symbolic logic.
• Process skills:Reasoning: interrelated, generally "higher-order" cognitive skills that enable human beings to comprehend experiences and information, apply knowledge, express complex concepts, make decisions, criticize and revise unsuitable constructs, and solve problems -- used frequently for a cognitive approach to learning that views explicit "thinking skills" at the teachable level.
• Process skills:Representation: can be applied to both processes and products.
• Process skills:Spatial sense: assign when a resource supports developing understanding of relationships in either two or three dimensions.
• Process skills:Visualization: assign when a resource supports the understanding of an abstraction through the use of an image.
• --------------------
• Real world applications:Mathematics for social science: this includes the fields of psychology, sociology, and political science.
• Real world applications:Mathematics for the physical science: includes the fields of chemistry and physics.
• Statistics: branch of mathematics dealing with collections of quantitative data.
• Statistics:Data analysis: preparation of factual information items for dissemination or further treatment (includes compiling, verifying, ordering, classifying, and interpreting).
• Statistics:Data analysis:Bayesian statistics: procedures that combine data from new observations with prior observations or estimates to derive new and more precise estimates.
• Statistics:Data collection:Experimental design: the underlying plan or organization of a research project or study that determines its scope and approach -- also, the process of planning and organizing research activities.
• Statistics:Data collection:Sampling and surveys: selecting a representative part of a population to draw inferences about the characteristics of the whole population.
• Topology: study of the properties of geometric forms that remain constant under such transformations as bending or stretching.

MSP2 Mathematics Subject List

• For more information on the mathematics subject list, see https://wiki.nsdl.org/index.php/MiddleSchoolPortal/ENCdl_Math_Subject_List. You may or may not be asked to login into the National Science Digital Library (NSDL). You should be able to ignore the login request and proceed to the page.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Subject - science

xpath - /record/general/subjects/scienceSubject
Framework version - 1.00

Definition - science topics covered by the resource
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Physical science:Light, Life science:Plants

Cataloging best practices

Things to do

• Check all appropriate terms.
• Use this field to describe what the resource is about - not what it is.
• Be as specific as possible, but only assign terms that describe at least 1/3 of the content of the resource.
• A subject term is required. That is, at least a single term must be chosen from the combined lists of science, math or education. So choose at least one science term or choose one math term or choose one educational term. You do not need to select one science term, one math term and one educational term.
• If selecting lower-level terms, such as Water cycle, include the hierarchy of terms above. This would include Cycles and Earth and space science.
• In order to help complete this field, be sure to read the equivalent and related terms and scope notes below.
• If no term fits or accurately describes the resource, use the keyword metadata field to enter your own terms. But remember that at least one science, math or educational subject term must be selected.

Equivalent and/or Related Terms

• Earth and space science:Climate:Global climate change: climatic change, global warming.
• Earth and space science:Cycles:Biogeochemical cycles: geochemical cycles, nitrogen cycle, carbon cycle, phosphorus cycle, sulfur cycle.
• Earth and space science:Cycles:Water cycle: hydrologic cycle.
• Earth and space science:Earth processes:Crustal deformation: folding, folds, faulting, faults, rock deformation.
• Earth and space science:Earth processes:Earthquakes: seismology.
• Earth and space science:Earth processes:Plate tectonics: lithospheric plate movements, tectonic plates.
• Earth and space science:Earth processes:Sediment deposition: sedimentation.
• Earth and space science:Earth processes:Volcanoes: physical geography.
• Earth and space science:Earth's water:Oceans: saltwater.
• Earth and space science:Energy:Energy transfer: conduction, convection, radiation.
• Earth and space science:Energy:Fuels: fossil fuels.
• Earth and space science:Evolution:Stellar evolution: star evolution, life cycle of stars.
• Earth and space science:Evolution:Universe origin: cosmology.
• Earth and space science:Solar system: astronomy.
• Earth and space science:Solar system:Meteoroids: meteor, meteorite.
• Earth and space science:Solar system changes:Phases of the moon: lunar phases, moon's phases, moon phases.
• --------------------
• Life science: biology.
• Life science:Animals: eukarya.
• Life science:Animals:Amphibians: frogs, toads, salamanders.
• Life science:Animals:Annelids: earthworms, leeches, marine polychaetes.
• Life science:Animals:Arthropods: crustaceans, arachnids, insects.
• Life science:Animals:Birds: aves.
• Life science:Animals:Boney fish: osteichthyes.
• Life science:Animals:Cartilagenous fish: chondrichthyes, sharks, rays.
• Life science:Animals:Cnidarians: corals, jellyfish, hydra.
• Life science:Animals:Dinosaurs: paleontology.
• Life science:Animals:Echinoderms: starfish, sea urchins, sand dollars, sea cucumbers, brittle stars.
• Life science:Animals:Flat worms: platyhelminthes, planaria, tapeworms, flukes, trematode, cestode.
• Life science:Animals:Jawless fish: lampreys, agnatha.
• Life science:Animals:Mammals: marsupials, monotremes, placentals.
• Life science:Animals:Mollusks: clams, squid, octapus, snails, slugs, nudibranchs.
• Life science:Animals:Reptiles: snakes, lizards.
• Life science:Animals:Round worms: nematodes.
• Life science:Animals:Sponges: porifera.
• Life science:Bacteria: eubacteria, archaea, blue green algae.
• Life science:Biochemistry:Nucleic acids: genetics.
• Life science:Cell:Diffusion: osmosis.
• Life science:Cell:Membrane transport: active transport.
• Life science:Ecosystems:Food web: food chain.
• Life science:Ecosystems:Trophic levels: autotrophs, heterotrophs, consumers, producers, decomposers.
• Life science:Fungi: eukarya.
• Life science:Genetics: inheritance, heredity.
• Life science:Genetics:Protein synthesis: transcription, translation.
• Life science:Organ systems: body systems.
• Life science:Organ systems:Integumentary system: skin.
• Life science:Plants: eukarya, plants (botany).
• Life science:Protists: eukarya.
• Life science:Viruses: microbiology.
• --------------------
• Personal and social issues:Humans and the environment:Conservation: resource management, land management.
• Personal and social issues:Personal health: hygiene.
• Personal and social issues:Personal health:Disease: illness.
• Personal and social issues:Personal health:Drugs: alcohol, tobacco.
• Personal and social issues:Personal health:Family relationships: parents.
• Personal and social issues:Personal health:Peer pressure: peer influence.
• Personal and social issues:Personal health:Physical fitness: exercise.
• Personal and social issues:Personal health:Psychological health: mental health.
• Personal and social issues:Personal health:Safety and security: safety rules.
• Personal and social issues:Personal health:Self image: body image, self perception.
• Personal and social issues:Personal health:Sex: sexuality, sex education.
• --------------------
• Physical science:Chemical reactions: combustion.
• Physical science:Chemical reactions:Acid base reactions: titration.
• Physical science:Chemical reactions:Oxidation reduction reactions: redox reactions.
• Physical science:Energy: mechanical energy, thermal energy.
• Physical science:Forces and motion: circular motion, harmonic motion, mechanics.
• Physical science:Forces and motion:Magnetism: magnets.
• Physical science:Heat:Kinetic molecular theory: kinetic theory, modular structure.
• Physical science:Heat:Temperature: climate.
• Physical science:Light: optics, visible light.
• Physical science:Properties of materials:Acids and bases: indicators, buffers, pH.
• Physical science:Properties of materials:Chemical changes: chemical reactions.
• Physical science:Sound: acoustics.
• Physical science:Structure of matter:Atomic mass: atomic number.
• Physical science:Structure of matter:Atomic theory: nuclear physics.
• Physical science:Structure of matter:Crystalline solids: salts.
• Physical science:Structure of matter:Polymers: plastics.
• Physical science:Structure of matter:Subatomic particles: protons, electrons, neutrons, quarks, gluons.
• --------------------
• Science and technology:Agricultural technology: farming technology.
• Science and technology:Energy technology: power technology.
• Science and technology:Health technology: medicine, medical technology.
• Science and technology:Materials and manufacturing: materials science.
• Science and technology:Space technology: astronautics, space program, space shuttle, space station, space flight.
• Science and technology:Transportation technology: aeronautics, aerodynamics, aircraft.
• --------------------
• Science as inquiry:Science process skills:Analyzing data: data analysis.
• Science as inquiry:Science process skills:Asking questions: inquiry.
• Science as inquiry:Science process skills:Collecting data: data collection; data analysis is the broader term.
• Science as inquiry:Science process skills:Communicating: communication, thought transfer.
• Science as inquiry:Science process skills:Experimenting: designing experiments, conducting experiments, identifying variables, controlling variables, experimentation, experiments.
• Science as inquiry:Science process skills:Hypothesizing: hypothesis testing.
• Science as inquiry:Science process skills:Interpreting data: data interpretation.
• Science as inquiry:Science process skills:Measuring: measurement.
• Science as inquiry:Science process skills:Observing: observation.
• Science as inquiry:Science process skills:Predicting: prediction.
• Science as inquiry:Science process skills:Scientific habits of mind: critical thinking, skepticism, logical thinking.
• Science as inquiry:Science process skills:Using mathematics: mathematics skills.

Scope Notes

• Earth and space science: use this subject strand for material with hard science content. Use the terms under History and Nature of Science for scientific breakthroughs. Use the terms under Personal and Social Issues for resources about humans and the environment (e.g., resources about pollution).
• Earth and space science:Climate: weather is short term. Climate refers to weather trends over a long period of time for a given region or place.
• Earth and space science:Climate:Global climate change: can be natural or human-induced and includes past, present, and future change. Includes but is broader than global warming: there has been and can be cooling. Climate change can involve more than temperature change.
• Earth and space science:Cycles:Biogeochemical cycles: use Water cycle for resources specific to that cycle.
• --------------------
• Earth and space science:Earth in the solar system:Earth's revolution: includes the relationship between one revolution of the Earth and one year.
• Earth and space science:Earth in the solar system:Earth's rotation: includes how the rotation of the Earth relates to day and night.
• Earth and space science:Earth in the solar system:Moon: for resources about Earth's moon.
• Earth and space science:Earth in the solar system:Seasons: includes why seasons occur, i.e., the tilt of the Earth's rotational axis and the Earth's orbit around the sun.
• Earth and space science:Earth in the solar system:Sun: for resources about Earth's sun.
• Earth and space science:Earth in the solar system:Tides: for materials about why tides occur, what the different types of tides are, and the effects they have.
• --------------------
• Earth and space science:Earth materials: includes uses of Earth materials.
• Earth and space science:Earth materials:Air: includes gases of the atmosphere. The context here is air as an Earth material with properties that make it useful. When resources refer to the entire layer (envelope) of gases that surround Earth, use the term Earth and space science:Earth system structure:Atmosphere
• Earth and space science:Earth materials:Minerals: includes the physical and chemical properties of minerals and the usefulness of minerals.
• Earth and space science:Earth materials:Rocks: includes the physical and chemical properties of rocks and the usefulness of rocks.
• Earth and space science:Earth materials:Soil: includes the physical and chemical properties of soil and soil's usefulness.
• Earth and space science:Earth materials:Water: includes the physical and chemical properties of water, water chemistry, and water's uses. If a resource is primarily about water on a global scale, use the term Earth and space science:Earth system structure:Hydrosphere. For resources about particular bodies of water, use the term Earth and space science:Earth's water.
• --------------------
• Earth and space science:Earth processes:Crustal deformation: alterations of the shape and/or volume of rock that result when a body of rock is subjected to stress. Remember that there is oceanic crust.
• Earth and space science:Earth processes:Plate tectonics: branch of geophysics and seismology concerned with continental movements, based on the theory that the earth's surface is composed of vast crustal blocks that float across the mantle, with seismic activity and volcanism occurring primarily along the periphery of these blocks.
• --------------------
• Earth and space science:Earth system structure:Atmosphere: for resources about the envelope of gases that surround Earth. If resources are about air in general or about specific gases that living creatures use in particular ways, use the term Earth and space science:Earth materials:Air.
• Earth and space science:Earth system structure:Hydrosphere: use for resources about water on a global scale. See the scope notes for Earth and space science:Earth's water for instructions on cataloging other flavors of water.
• Earth and space science:Earth system structure:Ozone layer: do not refer to low level/ground level ozone.
• --------------------
• Earth and space science:Earth's water: use for types of water and specific bodies of water. To describe water as a useful resource and water's properties, use the term Earth and space science:Earth materials:Water. For global water systems, use the term, Earth and space science:Earth system structure:Hydrosphere. If appropriate, see Earth and space science:Cycles:Water cycle and Earth and space science:Earth in the solar system:Tides.
• Earth and space science:Earth's water:Freshwater: use for rivers, streams, lakes, ponds, creeks, groundwater, etc.
• --------------------
• Earth and space science:Energy:Energy sources: includes external and internal energy sources in the Earth system. The sun is an example of an external source, while radioactive decay is an internal source.
• Earth and space science:Energy:Energy transfer: includes the transfer of the sun's energy to Earth and convection in the mantle, in the oceans, and in the atmosphere.
• Earth and space science:Energy:Fuels: energy resources used by humans including fossil fuels.
• --------------------
• Earth and space science:Evolution: energy resources used by humans including fossil fuels.
• Earth and space science:Evolution:Biological evolution: use for resources about biological evolution as it pertains to Earth or space or for resources about what scientists can learn from fossils, geologic evidence, etc. about how life evolved. For life science resources, use the term Life science:Evolution.
• --------------------
• Earth and space science:Solar system:Meteoroids: use for meteoroid, the rocky object in space; meteor, the light from a falling meteoroid; and meteorite, remains of a meteoroid found on Earth.
• Earth and space science:Solar system:Moons: use for moons of planets other than Earth. For Earth's moon, use the term Earth and space science:Earth in the solar system:Moon.
• Earth and space science:Solar system:Suns: use for suns of planets other than Earth. For Earth's sun, use the term Earth and space science:Earth in the solar system:Sun.
• --------------------
• Earth and space science:Solar system changes: do not use for Earth changes. For terms specific to Earth use terms under Earth and space science:Earth in the solar system.
• Earth and space science:Space exploration: includes explorations of space made from Earth using, for example, optical or radio telescopes. Also includes explorations conducted in space such as those performed during manned space missions or by the Mars rovers.
• --------------------
• Earth and space science:Weather: weather is short term. Climate refers to weather trends over a long period of time for a given region or place.
• Earth and space science:Weather:Precipitation: includes different types of precipitation such as rain, snow, and sleet.
• Earth and space science:Weather:Storms: for resources about specific types of severe storms, use the terms Earth and space science:Weather:Hurricanes or Tornadoes.
• Earth and space science:Weather:Temperature: as a weather metric/measure of the weather.
• Earth and space science:Weather:Wind: includes wind speed and direction.
• --------------------
• History and nature of science:Historical perspectives: this term can be used in combination with the term of History and nature of science:Scientific breakthroughs.
• History and nature of science:Scientific enterprises:Fields of science: includes areas of study such as genetics or optics. When referring to the vocations of areas of study, use the term History and nature of science:Scientific enterprises:Careers.
• --------------------
• Life science:Behavior: include behavior of all organisms, for example, plants, animals, protists – geotropism, phototropism, etc.
• Life science:Biochemistry:Proteins: includes the reactions between amino acids as proteins are produced, the categories of proteins, and the relationship between shape and protein function.
• Life science:Biodiversity: includes resources about lack of or changes to biodiversity. If the resource includes the broad impact in terms of ecosystem and/or evolution, use the terms Life science:Ecosystems and Life science:Evolution as well. This could include extinction.
• --------------------
• Life science:Cell: includes cell level events, such as mitosis.
• Life science:Cell:Cellular specializations: includes cells that differentiate into specific kinds of cells, such as liver or xylem cells.
• Life science:Cell:Cellular structures: includes all of the specific organelles, cell membrane, and cell wall. The functions of these organelles are also included here. Osmosis and permeability would go here because those are aspects of cell membrane function.
• Life science:Cell:Membrane transport: use for things moving through the membrane using protein carriers. Use the term Life science:Cell:Cellular structures for endocytosis and exocytosis, since those are functions of the Golgi and cell membrane.
• --------------------
• Life science:Ecosystems: includes ecosystem interactions that affect biodiversity and extinction.
• Life science:Ecosystems:Energy transfer: includes biomass and is related to food web.
• Life science:Ecosystems:Food web: related to energy transfer.
• Life science:Evolution: includes evidence such as biogeography, biochemistry, genetics, and fossils. If biodiversity is part of the resource, include the term Life science:Biodiversity. If related to Earth science, use the term Earth and space science:Evolution:Biological evolution.
• --------------------
• Life science:Genetics: includes inheritance, genes, and gene expression.
• Life science:Genetics:Protein synthesis:refers to the process of protein synthesis starting with the DNA going through transcription and translation. It makes the connection between the sequence of nitrogen bases on nucleic acids and the sequence of amino acids in proteins.
• Life science:Growth and development: could include mitosis depending on the context. Mitosis might also be found under Life science:Cell or Life science:Reproduction.
• Life science:Organ systems:Reproductive system: refers to the organ system and does not necessarily refer to activities at the cellular level. It might include meiosis, depending on the context
• Life science:Plants: nucleated multicellular organisms that contain chlorophyll and have rigid cell walls -- some classifications include bacteria, unicellular algae, and/or fungi. Use more specific terms if possible.
• --------------------
• Life science:Reproduction: refers to reproduction as a characteristic of living things.
• Life science:Reproduction:Asexual reproduction: could include reproduction as a characteristic of living things, types of asexual reproduction, and the process of mitosis as it results in asexual reproduction.
• Life science:Reproduction:Sexual reproduction: includes the process of sexual reproduction as it relates to the characteristics of living things. It might include a discussion of meiosis.
• Life science:Viruses: parasitic particles capable of independent metabolism and reproduction within living cells.
• --------------------
• Personal and social issues:Human population growth: includes population density, carrying capacity, limits, birth rate, death rate, emigration, and immigration.
• Personal and social issues:Humans and the environment:Conservation: includes recycling, land management, resource management, sustainability, and impacts on biodiversity.
• Personal and social issues:Humans and the environment:Environmental change: includes natural and human induced change; examples include natural disasters such as hurricanes, earthquakes, asteroid impacts, floods, and processes such as desertification, ozone depletion, oil spills, and waste disposal.
• --------------------
• Personal and social issues:Personal health:Disease: illness, viruses, bacteria, awareness, control, prevention, cure, and transmission.
• Personal and social issues:Personal health:Drugs: alcohol, tobacco, over the counter medications and drug use, addiction, abuse, and development.
• Personal and social issues:Personal health:Nutrition: food pyramid, food groups, nutritional requirements, vitamins.
• Personal and social issues:Personal health:Peer pressure: pressure, either planned or unplanned, exerted by peers to influence personal behavior.
• Personal and social issues:Personal health:Physical fitness: exercise, strength, and cardiovascular endurance.
• Personal and social issues:Personal health:Safety and security: includes prevention, safety rules, preventing abuse, avoiding injury and accidents, preparing for fires in the home, safety on the job, dealing with occupational hazards, and staying safe during an earthquake or other natural disaster.
• Personal and social issues:Personal health:Sex: includes sexuality, sex education, and sexually transmitted diseases (STDs).
• --------------------
• Personal and social issues:Science and technological challenges in society: includes setting policy, informing the public, the funding of research, the reciprocal effects of science and society on each other, the reciprocal effects of technology and society, the limitations of science and technology, and risk assessment.
• Physical science:Chemical reactions:Stoichiometry: study of the quantities of materials consumed and produced by chemical reactions.
• Physical science:Energy:Energy transfer: moving the same type of energy from one place to another.
• Physical science:Heat:Radiation: process of energy emission.
• Physical science:Light: use when cataloging a resource about visible light.
• Physical science:Nuclear reactions:Heavy elements: use when smaller elements are joined to form heavier elements.
• --------------------
• Physical science:Properties of materials:Chemical changes: a substance is transformed into a chemically different substance.
• Physical science:Properties of materials:Chemical properties: describes the way a substance may change or "react" to form other substances.
• Physical science:Properties of materials:Physical changes: a substance changes its physical appearance but not its basic identity. All changes of state (e.g. solid to liquid to gas) are physical changes.
• Physical science:Properties of materials:Physical properties: properties that can be measured without changing the basic identity of the substance; examples are solubility, malleability, ductility, etc.
• Physical science:Sound: includes the study of the transmission of sound through various media or in various enclosures.
• --------------------
• Science and technology:Biotechnology: if the resource stresses the health application of the biotechnology use this term and add the term Science and technology:Health technology. The same applies to the term Science and technology:Agricultural technology.
• Science and technology:Energy technology: study and/or application of energy transfer or generation processes.
• Science and technology:Environmental technology: can include resources about technologies for environmental protection or remediation.
• Science and technology:Information and communications technology: includes resources about technologies such as remote sensing, GIS, computers, the Internet, and telecommunications.
• Science and technology:Nature of science and technology: includes how science and technology influence each other and the similarities and differences between science and technology.
• Science and technology:Technological design: use for resources about design and the design process.
• Science and technology:Transportation technology: includes resources about airplanes and flight, trains, wheels, ships, automobiles, etc.
• --------------------
• Science as inquiry:Science process skills: broadly transferable intellectual skills, appropriate to all scientific endeavors -- includes basic process skills (e.g., observing, inferring, measuring, communicating, classifying, predicting, using time-space relations, using numbers) and integrated process skills (e.g., controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, formulating models).
• Science as inquiry:Science process skills:Analyzing data: preparation of factual information items for dissemination or further treatment (includes compiling, verifying, ordering, classifying, and interpreting).
• Science as inquiry:Science process skills:Asking questions: method or process of seeking knowledge, understanding, or information.
• Science as inquiry:Science process skills:Classifying: ordering of related phenomena into categories, groups, families, or systems according to characteristics or attributes.
• Science as inquiry:Science process skills:Collecting data: generating or bringing together information that has been systematically observed, recorded, organized, categorized, or defined in such a way that logical processing and inferences may occur.
• Science as inquiry:Science process skills:Communicating: transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, etc.) common to sender and receiver.
• Science as inquiry:Science process skills:Hypothesizing: processes by which hypotheses are accepted or rejected.
• Science as inquiry:Science process skills:Interpreting data: explanation of the meaning, implications, or limitations of factual information.
• Science as inquiry:Science process skills:Measuring: process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
• Science as inquiry:Science process skills:Observing: directed or intentional examination of persons, situations, or things to obtain information -- includes the quantified values by which observed facts are represented.
• Science as inquiry:Science process skills:Predicting: process or act of foretelling future events, conditions, outcomes, or trends on the basis of current information.
• Science as inquiry:Science process skills:Scientific habits of mind: process of reasoning from premise to conclusion.
• Science as inquiry:Science process skills:Using mathematics: complex behaviors developed through practice in order to complete mathematical tasks. Use for resources whose specific focus is on the acquisition and/or use of mathematics skills. Do not use as an automatic adjunct to such ideas as 'mathematics curriculum' or 'mathematics education'.

MSP2 Science Subject List

• For more information on the science subject list, see https://wiki.nsdl.org/index.php/MiddleSchoolPortal/ENCdl_Science_Subject_List. You may or may not be asked to login into the National Science Digital Library (NSDL). You should be able to ignore the login request and proceed to the page.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Subjects - educational, math and science

xpath - /record/general/subjects
Framework version - 1.00

Definition - a list of educational, math or science topics that a resource is about
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - complex
Domain - child elements
Domain example - <mathSubject>, <scienceSubject>

Cataloging best practices

Things to do

• A subject term is required. That is, at least a single term must be chosen from the combined lists of science, math or education. So choose at least one science term or choose one math term or choose one educational term. You do not need to select one science term, one math term and one educational term.
• Only assign terms that describe at least 1/3 of the resource.
• If no term fits or accurately describes the resource, use the keyword metadata field to enter you own terms.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Title - related

xpath - /record/educational/relatedResource/@title
Framework version - 1.00

Definition - the name of a related resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Density: Oil and Water Don't Mix
Other occurrences in framework - true

Notes

• Other XPATH: /record/general/title

Cataloging best practices

Things to do

• This is a required field when adding a related resource.
• The title should be the name of the related resource.
• Choose the title most prominently displayed to a user.
• Capitalize proper nouns in the title (i.e. names of programs, projects, agencies, centers, corporate bodies and software).
• Capitalize the words of the title (and any subtitles) excluding prepositions, articles and pronouns.
• Use acronyms sparingly in the title. Spell out abbreviations in the title if the meaning is unclear or the title won't make sense without clarification. See examples below.
• Keep initial articles, A, An, and The in the title as the first word.
• Keep ending punctuation in the title statement, but no periods. See examples below.

Things to avoid

• Do not use extraneous words at the beginning of the title such as: 'Welcome to the,' ' NASA presents,' or 'by Joe Smith.'
• Do not use words like unit, chapter and section as the first words of a title.

No Title or Generic Title? Do this:

• Construct a title that is descriptive, concise and accurately describes the content of the resource. Keep in mind resource discovery.
• To construct a title, choose descriptive words from captions, headings and introductory paragraphs.
• Generic titles that should be enhanced include: Lesson Plan, Teacher Resource, Career Pathway, Problem Set, Assignment and Lab.
• Seismographic Interference: Wind, Traffic and Other Disturbances
• Example of a generic title enhanced: Assignment was enhanced to be Mountain Simulation: Assignment.

Need a Subtitle? Do this:

• Create subtitles to further describe a resource.
• Add a subtitle by adding a colon at the end of title.
• Example of a subtitle and ending punctuation: Down the Drain: How Much Water Do You Use?

Overly Long Titles: Do this:

• Edit titles that are especially long.
• Example of a long title to be edited: change Association of American Geographers (AAG) Hands-On: Introduction to the Human Dimensions of Global Change to Introduction to the Human Dimensions of Global Change.

Acronym Examples:

• Canadian Health Research, not CHR.
• Hooper Virtual Natural History Museum, not HVNHM.
• Science Education Gateway, not SEGway.

Ending Punctuation Examples:

• Riddle me this!
• Fold it and fly it!
• What is static electricity?

Special Characters? Do this:

• For interoperability outside this cataloging tool and its immediate services, it is best to avoid using special characters (ampersands, apostrophes, double and single quotes, equal signs, etc.).
• However, if you must use them, entity encode them by using their entity reference number.
• If you do not encode such characters with their entity reference numbers, this cataloging tool encodes the characters using UTF-8. Generally, this UTF-8 encoding should be handled okay by external parties. Please note, this sometimes leads to unusual looking characters in titles and descriptions within the cataloging interface.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Title - resource

xpath - /record/general/title
Framework version - 1.00

Definition - the name by which the learning object is either formally or informally known
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Density: Oil and Water Don't Mix
Other occurrences in framework - true

Notes

• Other XPATH: /record/educational/relatedResource/@title

Cataloging best practices

Things to do

• This is a required field.
• This field cannot be repeated.
• The title should be the name of the resource.
• Choose the title most prominently displayed to a user.
• Capitalize proper nouns in the title (i.e. names of programs, projects, agencies, centers, corporate bodies and software).
• Capitalize the words of the title (and any subtitles) excluding prepositions, articles and pronouns.
• Use acronyms sparingly in the title. Spell out abbreviations in the title if the meaning is unclear or the title won't make sense without clarification. See examples below.
• Keep initial articles, A, An, and The in the title as the first word.
• Keep ending punctuation in the title statement, but no periods. See examples below.

Things to avoid

• Do not use extraneous words at the beginning of the title such as: 'Welcome to the,' ' NASA presents,' or 'by Joe Smith.'
• Do not use words like unit, chapter and section as the first words of a title.

No Title or Generic Title? Do this:

• Construct a title that is descriptive, concise and accurately describes the content of the resource. Keep in mind resource discovery.
• To construct a title, choose descriptive words from captions, headings and introductory paragraphs.
• Generic titles that should be enhanced include: Lesson Plan, Teacher Resource, Career Pathway, Problem Set, Assignment and Lab.
• Seismographic Interference: Wind, Traffic and Other Disturbances
• Example of a generic title enhanced: Assignment was enhanced to be Mountain Simulation: Assignment.

Need a Subtitle? Do this:

• Create subtitles to further describe a resource.
• Add a subtitle by adding a colon at the end of title.
• Example of a subtitle and ending punctuation: Down the Drain: How Much Water Do You Use?

Overly Long Titles: Do this:

• Edit titles that are especially long.
• Example of a long title to be edited: change Association of American Geographers (AAG) Hands-On: Introduction to the Human Dimensions of Global Change to Introduction to the Human Dimensions of Global Change.

Acronym Examples:

• Canadian Health Research, not CHR.
• Hooper Virtual Natural History Museum, not HVNHM.
• Science Education Gateway, not SEGway.

Ending Punctuation Examples:

• Riddle Me This!
• Fold it and Fly it!
• What is Static Electricity?

Special Characters? Do this:

• For interoperability outside this cataloging tool and its immediate services, it is best to avoid using special characters (ampersands, apostrophes, double and single quotes, equal signs, etc.).
• However, if you must use them, entity encode them by using their entity reference number.
• If you do not encode such characters with their entity reference numbers, this cataloging tool encodes the characters using UTF-8. Generally, this UTF-8 encoding should be handled okay by external parties. Please note, this sometimes leads to unusual looking characters in titles and descriptions within the cataloging interface.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Type - related resource

xpath - /record/educational/relatedResource/@type
Framework version - 1.00

Definition - kind of relationship between two resources
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Has part, References
Other occurrences in framework - false

Controlled vocabulary information

• Number of levels - 1
• Level 1 is Type - kind of relationship between two resources

Term and definitions

• Has a Related Resource Of - the described resource has a relationship with another resource that may exist on several levels such as an alignment, content association, structural or curriculum setting or other appropriate connection. [UCAR]
• Has Part - the described resource includes the referenced resource either physically or logically [Dublin Core Metadata Initiative]
• Has Version - the described resource has a version, edition, or adaptation, namely, the referenced resource [Dublin Core Metadata Initiative]
• Is a Related Resource Of - the described resource has a relationship with another resource that may exist on several levels such as an alignment, content association, structural or curriculum setting or other appropriate connection. [UCAR]
• Is Part Of - the described resource is a physical or logical part of the referenced resource (needs to be more than just a hyperlink with more information) [Dublin Core Metadata Initiative]
• Is Referenced By - the described resource is referenced, cited, or otherwise pointed to by the referenced resource (e.g. the resource being cataloged is linked to in the referenced resource) [Dublin Core Metadata Initiative]
• References - the described resource references, cites, or otherwise points to the referenced resource (e.g. the resource being cataloged links to the related resource). The described resource does not require the related resource. [Dublin Core Metadata Initiative]

Cataloging best practices

Things to do

• This field is required when adding a related resource.
• Choose the term that best describes the relationship between the related resources.
• Create meaningful relationships. That is, will creating the relationship between the resource being described and another resource enhance the use or discovery of both resources?
• Use the term Has Version to express the relationship between resources that generally have the same intellectual content but really are different versions in time.
• Use the term Has Version to express the relationship between resources that generally have same intellectual content, same language and same file format but different computer server domains (i.e. the www.some.org part).
• If the resource is available in another language, but it appears at a separate URL than the one you are cataloging, enter the alternate language resource URL in the URL field and select the term Has Version.
• The terms are defined after the examples.

Things to avoid

• Do not create relationships to resources that are not publicly accessible or do not have an online presence.

Examples

• Has a Related Resource Of: The Mauna Loa, Hawaii: Carbon Dioxide Concentration Graph is a diagram of a dataset.

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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URL - related

xpath - /record/educational/relatedResource/@url
Framework version - 1.00

Definition - the web address of a related resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - patterned text
Domain example - http://msteacher.org/
Other occurrences in framework - true

Notes

• Ohter XPATH: /record/general/url
• Ohter XPATH: /record/lifecycle/rights/@url

Cataloging best practices

Things to do

• This is a required field when adding a related resource.
• The URL should point to the related resource.
• Begin URLs with the appropriate Internet scheme like http://, ftp://, https://, etc.
• URLs that point to a redirect page should be updated and re-evaluated

Examples

• http://msteacher.org/

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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URL - resource

xpath - /record/general/url
Framework version - 1.00

Definition - the unique identifier for a specific resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - patterned text
Domain example - http://msteacher.org/
Other occurrences in framework - true

Notes

• Ohter XPATH: /record/educational/relatedResource/@url
• Ohter XPATH: /record/lifecycle/rights/@url

Cataloging best practices

Things to do

• This is a required field.
• This field cannot be repeated.
• The URL should point to the exact learning resource.
• Begin URLs with the appropriate Internet scheme like http://, ftp://, https://, etc.
• URLs that point to a redirect page should be updated and re-evaluated

Examples

• http://msteacher.org/

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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URL - rights

xpath - /record/lifecycle/rights/@url
Framework version - 1.00

Definition - the web address of rights statements associated with the resource including intellectual property, copyright, terms of use, privacy, access or reuse
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - unbounded
Data types - string
Domain - patterned text
Domain example - http://msteacher.org/
Other occurrences in framework - true

Notes

• Ohter XPATH: /record/general/url
• Ohter XPATH: /record/educational/relatedResource/@url

Cataloging best practices

Things to do

• This is an optional field.
• Repeat the entire rights field to add additional URLs.
• rights
• When entering a URL, you must also complete the rights field with an explanation. Use words like terms of use, copyright statement, intellectual property clause, how to access, etc.). You will receive an if you do not complete the rights field.
• The URL should point to the rights statements (e.g. intellectual property, copyright, terms of use, privacy, access or reuse) of the resource.
• Look for a Creative Commons logo on the site. Click on the logo and then copy and paste the URL into this field.
• Begin URLs with the appropriate Internet scheme like http://, ftp://, https://, etc.
• URLs that point to a redirect page should be updated and re-evaluated

Things to avoid

• Do not use other text or characters other than URL addresses.

Examples

• Copyright (c) 2006 University Corporation for Atmospheric Research (UCAR).
• This resource may be re-used for non-commercial, educational purposes only. Please credit NASA.
• Privacy policy: http://www.dlese.org/documents/policy/DLESE_IP_approved.php
• Terms of use: http://www.dlese.org/documents/policy/terms_use_full.php

License

• These cataloging best practices are licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Copyright Ohio State University 2008. The XML file that creates these cataloging best practices has a different license.

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Last updated: 2009-10-29
Maintained by: National Science Digital Library