Metis Classification

Metis draws on a number of sources for its foundational ideas and approach. A number of authors have stressed the importance of browsing potential in a successful classification system, notably A.C. Foskett[1] and Robert Losee.[2] This suggested the need to investigate browsing and information-seeking behavior. Similarly, Thomas's contention that in constructing a classification system one needed to "use communally accepted patterns of subject order and relationships"[3] showed a need to investigate children's modes of categorizing information. Linda Cooper's work was extremely influential in this regard.[4][5] From a more general education perspective, the work in devising Metis was deeply influenced by the fact that the Ethical Culture School library is part of a progressive elementary school, where children's developmental needs are given a central importance. At the level of library practice, Metis was influenced by the work done at the Rangeview Public Library, the Markham Public Library, the Children's Department at the Darien Library, and Lyn Donbroski's article about innovations at the East Sussex County Library in the early 1980s.[6]

The stated aims of the system (introduction to Metis schedules) are that it is child-centered and flexible. The 26 main categories and their accompanying sub-categories were devised with reference to the research of Linda Cooper, in her investigations of the categorizing behavior of children from Kindergarten through Grade 4. The system dispenses with coded call numbers, except that the order of the 26 main categories are fixed in alphabetical order using a single alphabetical letter, e.g. A: Facts; B: Machines, C: Science, D: Nature, E: Animals, F: Pets, etc. Aside from this, the call numbers use whole language. Except for chapter book fiction, memoirs, graphic novels and poetry, author cutters are mostly dispensed with. The sub-categories are almost all in alphabetical order.

While in the middle grades room, where fiction comes in the form of chapter books, fiction is divided according to genre, in the lower grades room, with its wealth of picture story books, division by topic is used in addition to genre. Thus, the books about dogs are shelved together regardless of whether they are fiction or nonfiction, as are the books about bullying or trucks or seasons. Colorblind-friendly color coding is used on the spines of the books to denote clearly whether that book is fiction or nonfiction.

Some of the main categories differ markedly from the Dewey main classes. One example is Making Stuff, which includes anything which children like to do for fun, including arts and crafts, collections, games, cooking, putting on plays, and magic tricks. Another is Mystery, which includes nonfiction on codes, crime, optical illusions, puzzles, spies and unexplained mysteries such as the Bermuda Triangle, as well as mystery and detective fiction. In these categories, one can see the principle of user interest at the center of the system.

The system also includes a visual aspect, whereby each book in a main category has a visual label that reflects that category, in addition to a call number consisting of words.

While there are aspects of the system that were devised specifically for the layout and geography of the original library, the system is flexible, so that it can be changed to accommodate different layouts and set-ups, as well as differences in users and collection emphases.

These main categories have sub-categories which are laid out in full in the Metis Categorization Schedules[7] A. Facts/Concepts B. Machines C. Science D. Nature E. Animals F. Pets G. Making Stuff H. Arts I. Sports J. Ourselves K. Community L. USA (Then and Now) M. Countries (Then and Now) N. Languages O. Traditions P. Tales Q. Verse R. Humor S. Mystery T. Adventure U. Scary V. Graphic W. Memoir X. Fiction/Picture Stories Y. Beginning Fiction Z. Middle Fiction

An article written by the creators of the system and published in School Library Journal in their October 2012 issue prompted a variety of responses, from criticism that the system was "dumbing down" libraries, and concern that students would not be able to find their way in other libraries, to positive responses, particularly from some librarians who had already tried alternative classification. [8] In addition, a Twitter chat on the topic hosted by School Library Journal prompted a lively discussion of the issues and a wide variety of responses.[9] In the Ethical Culture School library, librarians reported an immediate increase in circulation, particularly in non-curricular areas: 87% in the arts and crafts section, Making Stuff, for example, over the first three months after implementation of the new system.[10] In their article in School Library Journal, they reported a positive response from faculty and parents as well as students.[8] Nancy Daigle has successfully replicated this system in her central Vermont library at Thatcher Brook Primary School, serving students in a preK-4 school. (http://tbpsmetis.blogspot.com/) 97 % of her students reported that they had, on occasion, been unable to find what they were looking for in the library, so she re-catalogued the collection to this system based on topic and genre. Children do not typically learn decimals until the end of fourth grade (pre-k 4 school). METIS, adapted from the system used at the Ethical Culture School in New York, eliminates the Dewey Decimal System!"

• Balas Kaplan, Tali, Andrea K. Dolloff, Sue Giffard, and Jennifer Still-Schiff. "Are Dewey's Days Numbered?: Libraries Nationwide Are Ditching the Old Classification System." School Library Journal. School Library Journal, 28 Sept. 2012. Web. 18 Mar. 2013. <http://www.slj.com/2012/09/librarians/are-deweys-days-numbered-libraries-across-the-country-are-giving-the-old-classification-system-the-heave-ho-heres-one-schools-story/>.
• Cooper, Linda Z. "Methodology for a Project Examining Cognitive Categories for Library Information in Young Children." Journal of the American Society for Information Science and Technology 53.14 (2002): 1223-1231.
• Cooper, Linda Z. "A Study of the Relationships between Categories of Library Information as Typified by Young Children." Emerging Frameworks and Methods: Proceedings of the Fourth International Conference on Conceptions of Library and Information Science. New York: Libraries Unlimited, 2002. 17-32.
• Dar, Mahnaz. "Taking It to Twitter: Librarians Debate the Demise of Dewey." School Library Journal. School Library Journal, 15 Oct. 2012. Web. 18 Mar. 2013. <http://www.slj.com/2012/10/technology/social-media-technology/debating-the-demise-of-dewey-fostering-user-centered-collections-trumps-sticking-to-tradition/>.
• Donbroski, Lyn. "Categorisation at East Sussex County Library." Alternative Arrangement: New Approaches to Public Library Stock. Ed. Patricia Ainley and Barry Totterdell. London: Association of Assistant Librarians, 1982. 78-87.
• Foskett, A. C. The Subject Approach to Information. 5th ed. London: Library Association, 1996.
• Losee, Robert M. "How to Study Classification Systems and Their Appropriateness for Individual Institutions." Classification: Options and Opportunities. Ed. Alan R. Thomas. New York: Haworth, 1995. 45-58.
• Musings on Metis. "Our New Library System." http://eye-fours.blogspot.com. Posted December 8, 2011.
• Thomas, Alan R. "Blissful Beliefs: Henry Evelyn Bliss Counsels on Classification." Classification: Options and Opportunities. Ed. Alan R. Thomas. New York: Haworth, 1995. 17-22.

• Metis Innovations
• Musings on Metis
• Ethical Culture School Library Catalog: ECQuest
• Ethical Culture School Library Website