SLIDE 1IS FALL 2004 Lecture 21: Facetted Classification Prof. Ray Larson & Prof. Marc Davis UC Berkeley SIMS Tuesday and Thursday 10:30 am - 12:00 am Fall 2004 SIMS 202: Information Organization and Retrieval

SLIDE 2IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 3IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 4IS FALL 2004 Controlled Vocabularies Vocabulary control is the attempt to provide a standardized and consistent set of terms (such as subject headings, names, classifications, etc.) with the intent of aiding the searcher in finding information That is, it is an attempt to provide a consistent set of descriptions for use in (or as) metadata

SLIDE 5IS FALL 2004 Hierarchical Classification Each category is successively broken down into smaller and smaller subdivisions No item occurs in more than one subdivision Each level divided out by a “character of division” (also known as a feature) –Example: Distinguish “Literature” based on: –Language –Genre –Time Period Slide author: Marti Hearst

SLIDE 6IS FALL 2004 Hierarchical Classification Literature SpanishFrenchEnglish DramaPoetryProse 18th17th16th DramaPoetryProse 19th18th17th16th19th... Slide author: Marti Hearst

SLIDE 7IS FALL 2004 Labeled Categories for Hierarchical Classification LITERATURE –100 English Literature 110 English Prose –English Prose 16th Century –English Prose 17th Century –English Prose 18th Century – English Poetry –121 English Poetry 16th Century –122 English Poetry 17th Century – English Drama –130 English Drama 16th Century –… –200 French Literature Slide author: Marti Hearst

SLIDE 8IS FALL 2004 Faceted Categories Mutually exclusive –Non-overlapping, distinct categories Relational –Relations between facets, subfacets, and foci (elements) are not restricted to hierarchical generalization-specialization relations Composable –Combined using grammars of order and relation to form compound descriptions

SLIDE 9IS FALL 2004 Faceted Classification Along With Labeled Categories A Language –a English –b French –c Spanish B Genre –a Prose –b Poetry –c Drama C Period –a 16th Century –b 17th Century –c 18th Century –d 19th Century Aa English Literature AaBa English Prose AaBaCa English Prose 16th Century AbBbCd French Poetry 19th Century BbCd Drama 19th Century Slide author: Marti Hearst

SLIDE 10IS FALL 2004 Ranganathan PMEST Facets –P(ersonality) WHO: Types of things –M(atter) WHAT: Constituent materials –E(nergy) HOW: Action or activity terms –S(pace) WHERE: Where things occur –T(ime) WHEN: When things occur

SLIDE 11IS FALL 2004 “Classical” Facet Analysis Entity Kind Part Property Material Process Operation Patient Product By-Product Agent Space Time

SLIDE 12IS FALL 2004 “Classical” Facet Analysis What is being done? –Entity –Kind –Product –By-Product What are its parts? –Part What are its properties? –Property –Material How is this achieved? –Process By what means? –Operation By whom? –Agent –Patient Where? –Space When? –Time

SLIDE 13IS FALL 2004 “Classical” Facet Analysis Nouns –Entity –Kind –Part –Patient –Product –By-Product –Agent Adjectives –Property –Material Intransitive Verb –Process Transitive Verb –Operation Adverb –Space –Time

SLIDE 14IS FALL 2004 Semantic and Syntactic Relationships Semantic relationships –Is-A (thing/kind, genus/species) Mammals –Primates »Humans –Has-Parts Human –Head »Eyes Syntactic relationships –Compounds Wheat + harvesting = “wheat harvesting” Object + operation = operation on object

SLIDE 15IS FALL 2004 Faceted Classification Clearly distinguishes between semantic relationships and syntactic relationships –Semantic relationships Within a facet Containment relations –Syntactic relationships Across facets Combinatoric relations Have a “syntax” for syntactic combination of semantic terms

SLIDE 16IS FALL 2004 Power of Facet Combinations The syntactic relations of faceted classifications enable a small controlled vocabulary to produce –Many, many structured descriptions –Complex, but formally structured descriptions using nested compound descriptions –Descriptions for things we do not have words for

SLIDE 17IS FALL 2004 Example: Objects Red Plastic Glass Blue Paper Straw

SLIDE 18IS FALL 2004 Project Team Facetted Classifications 007 –Personality Straw Glass –Operation Drinking Slurping Sipping –Material Plastic Paper –Color Blue Red ARTery –Color –Size –Material –Weight –Shape –Radius/Circumference –Density –Volume/Capacity –Function/Use –Hardness/Softness –Yin/Yang

SLIDE 19IS FALL 2004 Project Team Facetted Classifications Culture Feed –Color Red Blue –Material Plastic Paper –Use Drink from Drink with –Dimensions Circumference Height Diameter Picture Portal –Color Red Blue –Material Paper Plastic –Use Containment Transport –Shape Torus Planar –# Holes 0 1

SLIDE 20IS FALL 2004 Project Team Facetted Classifications F.U.N. –Shape –Color –Material Rigidity –Function Container Conduit –Locale –Weight –Size MNM –Functionality What it does What you can do with it –Physical Properties Color Shape Material

SLIDE 21IS FALL 2004 Project Team Facetted Classifications pillBox –Function Container Conduit –Form Shape –Cylinder Composition –Paper –Plastic Color –Blue –Red Size –Tall and skinny –Short and fat Team iTour –Color Red Blue –State Solid Non-porous Flexible –Material Plastic Paper –Geometry Cylindrical Hollow –Function Container Drinking Sucking Blowing

SLIDE 22IS FALL 2004 Example: Objects Gray Metal Glass Two Yellow Plastic Straws

SLIDE 23IS FALL 2004 Example: Objects Function Form –Shape –Material –Color –Number Function: Drinking Form Shape: Cylinder Material: Plastic Color: Red Number: 1

SLIDE 24IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 25IS FALL 2004 Faceted Classification Design Collect examples that need to be classified Identify candidates for facets and subfacets –Test classification scheme on examples for facet orthogonality Order foci within facets Explicate grammar for ordering and combining facets and subfacets –Test classification scheme on examples for combinatoric power Extend foci for comprehensiveness where applicable Create new facets and subfacets where needed –Test classification scheme on new examples, especially boundary cases Iterate and refine throughout

SLIDE 26IS FALL 2004 Terms on the same level in the ontology should be of the same level and type Facets, subfacets, and foci should have a discernible order Use of capitalization and singular/plural forms should be uniform Facet Guidelines –Sports Team Sports –Baseball Football Basketball Solo Sports Marathon Running –Sports Team Sports –Baseball –Football –Basketball Solo Sports –Marathon Running

SLIDE 27IS FALL 2004 Ordering Foci (“Array”) Simple to complex –(Locomotions: walk, run, jump, skip, hurdle, cartwheel) Common/popular to uncommon/unpopular –(Vegetarian Pizza Toppings: mushroom, onion, olive, artichoke, pineapple, pine nuts) Spatial, geographical, or geometric –(Southwestern States: California, Nevada, Arizona, New Mexico ) Chronological, historical, or evolutionary –(Dinosaur Eras: Triassic, Jurassic, Cretaceous) Canonical (pre-established order) –(Playground Counting: Eenie, Meenie, Mynee, Mo) Alphabetical –(Boy’s Names: Al, Bob, Chuck, David, Ed, Frank, George, Harry) Size –(T-Shirts: Small, Medium, Large, XL, XXL)

SLIDE 28IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 29IS FALL 2004 Why Develop a Thesaurus? To provide a conceptual structure or “space” for a body of information –To make it possible to adequately describe the topical content of information resources at an appropriate level of generality or specificity –To provide enhanced search capabilities and to improve the effectiveness of searching (i.e., to retrieve most of the relevant material without too much irrelevant material)

SLIDE 30IS FALL 2004 Why Develop a Thesaurus? To provide vocabulary (or terminological) control –When there are several possible terms designating a single concept, the thesaurus should lead the indexer or searcher to the appropriate concept, regardless of the terms they start with

SLIDE 31IS FALL 2004 Preliminary Considerations What is used now? –Continue using an existing thesaurus? –Ad hoc modification of existing thesaurus? –Develop a new well-structured thesaurus? What is the scope and complexity of the subject field? What kind of retrieval objects or data will be dealt with? How exhaustive and specific is the desired description of objects?

SLIDE 32IS FALL 2004 Preliminary Considerations The scope and complexity of the field will provide some indication of the scope and complexity of the thesaurus –It is better to plan for a larger and more comprehensive system than a smaller system that rapidly will become inadequate as the database grows Development of a good thesaurus requires a major intellectual effort as well as clerical operations like data entry and production of sorted lists

SLIDE 33IS FALL 2004 Development of a Thesaurus Term selection Merging and development of concept classes Definition of broad subject fields and subfields Development of classificatory structure Review, testing, application, revision

SLIDE 34IS FALL 2004 Flow of Work in Thesaurus Construction Select Sources Assign codes Select Terms Record Selected Terms Sort Terms Merge identical Terms Define Broad Subject Fields Merge Terms in Same Concept class Sort Terms into Broad Subject Fields Define Subfields within one Subject Field Work out detailed structure of the Subject Field Select Preferred Terms All Subfields of Broad Subject finished? All Broad Subjects finished? Improve Class Structure Yes No Print Classified Index and review Discuss with Experts and Users Select descriptors and checklist items Produce Full Thesaurus and Check references Assign Notation Review and Test Many Modifications? Based on Soergel, pp Yes No Revise as needed

SLIDE 35IS FALL Term Selection Select sources for the collection of terms –Prearranged Sources –Open-ended Sources Assign codes to each source Selection of terms –For part of pre-arranged and for all open- ended sources Enter terms into database with all information

SLIDE 36IS FALL Kinds of Sources Prearranged Sources –Existing descriptor lists, classification schemes thesauri This includes universal schemes like DDC or LCSH –Nomenclatures of single disciplines –Treatises on the terminology of a field –Encyclopedias, lexica, dictionaries and glossaries –Tables of contents of textbooks and handbooks –Indexes of journals or abstracting journals –Indexes of other publications in the field

SLIDE 37IS FALL Kinds of Sources Open-ended sources –Lists of search requests or interest profiles –Description of projects/activities to be served by the information retrieval system –Discussion with specialists in the field –Sample of documents in the field Ask users why and how these documents relate to the field Have documents indexed by experts in the field –Lists of titles of documents in the field –Abstracts and reviews of documents –Your own knowledge

SLIDE 38IS FALL 2004 Selection of Sources Prearranged sources require less effort in gathering the material, and may already indicate some relationships between terms and concepts and relationships among terms Open-ended sources can reflect current terminology and may provide more complete coverage Choose a set of sources that are current, as complete as possible, and considered authoritative

SLIDE 39IS FALL 2004 Selection of Sources Each selected source is assigned an ID for tracking its use in the development of the thesaurus –Useful when making decisions about which terms to prefer –Useful for backtracking when questions arise (where did this come from?)

SLIDE 40IS FALL 2004 Selection of Terms Terms can be transferred directly from prearranged sources to the recording medium (cards or database) –Have to decide which terms and references to include, or to take the whole source

SLIDE 41IS FALL 2004 Selection of Terms In open-ended sources you read through the source and pick out terms (i.e. words and phrases) that might be useful in retrieval or as references to other terms Alternatively, use keyword and phrase extraction software to create lists of terms and select from those Transfer selected terms to the recording medium (cards or database)

SLIDE 42IS FALL Merging and Development of Concept Classes Sort Term DB into alphabetical order First Round –Merge information for identical terms, possibly pulling info from additional sources Second Round –Merge synonyms or terms in the same concept class

SLIDE 43IS FALL Definition of Broad Subject Fields and Subfields Define broad subject fields and sort terms into these broad fields Define subfields within each broad field and sort terms into these subfields Work out the detailed structure –Select preferred terms –Merge information for terms in the same concept class Repeat these steps –For each subfield within a broad field –And for each broad field –Until all terms have been consolidated and preferred terms selected

SLIDE 44IS FALL Development of Classificatory Structure Produce preliminary version of classified index and update the working database Improve classificatory structure Reality check –Produce and distribute a version of the classified index –Distribute to users/experts

SLIDE 45IS FALL Final Stages Review Testing Application Revision

SLIDE 46IS FALL 2004 Review Discuss classified index with users/experts –Select descriptors and checklist descriptors Assign notational symbols Produce main thesaurus and indexes

SLIDE 47IS FALL 2004 Review (cont.) Check cross references and insert where needed Produce test version Test by indexing Modify as needed Produce production version

SLIDE 48IS FALL 2004 Testing a Thesaurus Assign descriptors to a sample set of NEW documents (use enough to get an idea of any gaps in the thesaurus) Test retrieval using sample questions and seeing how effectively the thesaurus maps to the appropriate descriptor

SLIDE 49IS FALL 2004 Art and Architecture Thesaurus bin/flamenco/aa/Flamencohttp://orange.sims.berkeley.edu/cgi- bin/flamenco/aa/Flamenco

SLIDE 50IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 51IS FALL 2004 Phone Project Assignments Photo Metadata Design (Assignment 6) –Having your application and the overall project goals in mind, you will design a suitable metadata framework to use for annotating photos such that all photos would be accessible not only for the needs of your particular application, but also for the reusability of your photos and metadata by other applications.

SLIDE 52IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 53IS FALL 2004 Discussion Questions Paul Poling on “Broughton” –What are the major inadequacies of 19th century classification systems which faceted classification overcomes? –Some answers: They don't "display very much in the way of internal logic, or fundamental structural principles“ ineffectual at addressing the specific problems of vocabulary; they do not consider the precise relations between concepts multilingual switching difficult, particular in group/set names "fail to make adequate distinction between permanent hierarchical relationships, and relationships of syntactic association in complexes. As a result, structures are not logical (since the analysis is not rigorous), positioning of compound subjects is not predictable (since no operating rules for combination are normally present), and retrieval is unreliable"

SLIDE 54IS FALL 2004 Discussion Questions Paul Poling on “Broughton” –The author makes the somewhat startling claim that, "the fundamental thirteen categories have been found to be sufficient for the analysis of vocabulary in almost all areas of knowledge." Are there any exceptions to this that come to mind?

SLIDE 55IS FALL 2004 Discussion Questions Paul Poling on “Broughton” –Broughton later notes that some aspects of digital materials cannot be represented by the 13 categories used for the BC2 system. For use with our cameraphones, what are some categories that would need to be included? More importantly, what is the minimum set of additional categories needed?

SLIDE 56IS FALL 2004 Discussion Questions Paul Poling on “Broughton” –Broughton states that, "There is no obvious way in which the core vocabulary can be dealt with by machines...the initial allocation of vocabulary to categories must be carried out intellectually." The author goes on to suggest that all but the initial category assignments can be done by a computer. How feasible is the BC2 system for the web, considering this requirement, when one considers the fairly rapidly expanding categories in so many fields of human knowledge?

SLIDE 57IS FALL 2004 Discussion Questions Steve Chan on “Broughton” –The category system used in BLISS/BC2 is based on a general  specific ordering and on 13 functional categories. How do you think that Lakoff's ideas of base level categories, and the importance of metaphor/embodiment relate to the categories chosen in Bliss/BC2?

SLIDE 58IS FALL 2004 Discussion Questions Steve Chan on “Broughton” –Many of the relationships in the categories fall into types such as "is a kind of" or "is a part of". These are very similar to the predicates in WordNet. As a thought experiment, what would it take to interface WordNet into something like BC2, so that documents could be parsed for content and then automatically categorized? Would you want to let such a system generate the categories?

SLIDE 59IS FALL 2004 Discussion Questions Scott Fisher on “Faceted Classification” –What are some different ways of ordering the facets within a classification notation? When might one ordering be more appropriate than another? Why might the result be especially important for non-electronic documents?

SLIDE 60IS FALL 2004 Discussion Questions Scott Fisher on “Faceted Classification” –Why is it important that characteristics of division be mutually exclusive? Explain what might happen if they are not.

SLIDE 61IS FALL 2004 Discussion Questions Morgan Ames on Vickery –Though facets are a powerful tool for organizing information, they can be very time-consuming to define. Vickery describes the creation of facets, starting with the analysis of terms used by a user group, then the sorting of the terms into facets, the development of facets (depending on how often they're used), the arrangement of the facets, and finally, the establishment of a notation for the facets. Could one automate some or all of the process of defining facets for a particular area - say, an online community? If so, which parts could be automated, and how? If not, why not - what are the limitations of automation?

SLIDE 62IS FALL 2004 Discussion Questions Morgan Ames on Vickery –How do the properties of facets compare with the properties of relational databases?

SLIDE 63IS FALL 2004 Discussion Questions Lilia Manguy on “Thesaurus Construction” –The reading mentions thesauri being constructed for institutions. What are some examples of institutions with specialized thesauri? Why were they deemed necessary?

SLIDE 64IS FALL 2004 Discussion Questions Lilia Manguy on “Thesaurus Construction” –In our field, what are some scenarios in which a thesaurus would need to be constructed? How would you determine who would be your ‘expert’ consultants? Who would you choose?

SLIDE 65IS FALL 2004 Discussion Questions Lilia Manguy on “Thesaurus Construction” –Using the process outlined in the reading for constructing a thesaurus, how would you qualify whether your thesaurus is good or bad?

SLIDE 66IS FALL 2004 Discussion Questions Christine Jones on “Card Sorting” –Considering the "vocabulary problem" laid forth in "The Vocabulary Problem in Human System Communication," by Furnas et. al., do you think the card sorting technique is an effective approach for categorizing information for the SunWeb Intranet, i.e. do you think menus and the search function contain vocabulary users will understand? Would you recommend any other tools for the user to increase their understanding of the SunWeb information space?

SLIDE 67IS FALL 2004 Discussion Questions Christine Jones on “Card Sorting” –Usability studies including card sorting, icon intuitiveness testing, card distribution to icons, and thinking aloud walkthrough were performed and the results were based in part on subjective interpretation. For example, instead of depending on formal statistics, eyeballing the data was used and when deciding whether to keep icons, the user interface designers made the final decisions. Do you think this level of subjective interpretation was justified for a project of this nature? What (if any) changes would you make to this approach if the project was a redesign or design of Sun's external Website?

SLIDE 68IS FALL 2004 Discussion Questions Carrie Burgener on “Flamenco” –How do the search and browse functions used by Flamenco compare to Bates’ Berry Picking Model?

SLIDE 69IS FALL 2004 Discussion Questions Carrie Burgener on “Flamenco” –The examples in the article were collections of images that had existing metadata associated. It has been presented in IS203 that people take pictures and generally do not organize them. How can the UI design of Flamenco be applied to photo annotation?

SLIDE 70IS FALL 2004 Discussion Questions Carrie Burgener References for “Flamenco” –PhotoCompas: tool using Flamenco interface bin/flamenco/mor_full/Flamenco?username=defaul thttp://shark.stanford.edu:4230/cgi- bin/flamenco/mor_full/Flamenco?username=defaul t –Presentation by Professor Hearst –Different article m02.pdfhttp:// m02.pdf

SLIDE 71IS FALL 2004 Agenda Facetted Classification –Traditional vs. Facetted Classification –Designing Facetted Classifications –Thesaurus Design –Assignment 6 –Discussion Questions Action Items for Next Time

SLIDE 72IS FALL 2004 Homework (!) Assignment 6 –Due Thursday, November 18 Read –Textbook: Organization of Information Chapters 3-5 (Taylor) Chitra 3 Shufei 4 Jaime 5