Đọc hiểu tiếng Anh chuyên ngành thư viện

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Library and Information Science:
English Reading Materials

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DƯƠNG THỊ TH U HÀ

ĐỌC HIỂU TIẾNG ANH
NGÀNH THƯVIỆN-THÔNG TIN
Lỉbrary and Information Science:
English Readỉng Materials
(Giảo trình dùng
Ìg cho sinh viên đại học và cao đăng
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LIc h THANH HrtA

PHÒNG ĐOC

TRƯỜNG ĐẠI HỌC VĂN HÓA HÀ NỘI
HÀ NỘI - 2006


CONTENTS
Page number
5

Foreword
Section One: Introduction to Library and
Information Science

9

Unit 1

The Role o f the Library in Society

Unit 2

Careers in Library W ork

33

Unit 3

Education and Training o f Librarians

54

Unit 4

Library and Inform ation M arketing

72

Unit 5

Service in the Library

98

Section Two: Types o f Libraries
Unit 6

Public Libraries

116

Unit 7

School Libraries

135

Unit 8

A cadem ic Libraries

154

Unit 9

Special Libraries

171

Section Three: Technical Processing
Unit 10 Catalogs

188

Unit 11 Bibliographic D escriptions o f

208

Library M aterials
Unit 12 Classification Systems

233

U nit 13 Preservation o f Library Materials

259

Section Four: Library and Inform ation Technology
U nit 14 Autom ation in the Library

281

U nit 15 Retrieval and Reference W ork

306

R eferences

328

V ocabulary Reference

331

3


LỜI NĨI ĐẦU
Giáo trình Đọc hiểu tiếng Anh ngành Thư viện-Thông
tin được biên soạn cho sinh viên các trường đại học và cao
đẳng thuộc lĩnh vực có liên quan. Ngồi ra, giáo trình cũng rất
bổ ích đối với các cán bộ đang cơng tác trong cơ quan Thơng
tin-Thư viện.
Giáo trình giúp cho sinh viên rèn luyện các kỹ năng đọc
hiểu, trong đó chú trọng kỹ năng đọc để tìm thơng tin, nhằm

phát triển khả năng đọc hiểu tài liệu tiếng Anh ngành Thư việnThơng tin. Mặt khác, giáo trình cịn cung cấp, bổ sung và nâng
cao kiến thức về ngữ pháp và từ vựng của tiếng A nh nói chung
và tiếng Anh ngành Thư viện-Thơng tin nói riêng cho sinh
viên. Giáo trình được biên soạn để dùng trong lớp học có giáo
viên hướng dẫn. Ngồi ra, giáo trình cịn có thể được dùng làm
tài liệu tự học.
Giáo trình được biên soạn theo các nội dung khác nhau
của ngành Thư viện-Thông tin gồm 15 bài học. Mỗi bài học
ứng với một nội dung cụ thể của ngành, gồm các mục lớn dưới
đây:
* Pre-reading: N hững câu hỏi của phần này nhằm tập
trung sự chú ý của người học vào chủ đề của bài, khuyến khích
người học chia sẻ với nhau những kiến thức có liên quan trực
tiếp đến chủ đề để bày tỏ ý kiến theo suy nghĩ của mình.
* Reading: M ỗi bài đọc hiểu đề cập đến một nội dung của
ngành Thư viện-Thông tin nhàm giúp sinh viên làm quen với
chủ đề của bài học, cung cấp thông tin, ngữ liệu và phát triển
các kỹ năng đọc hiểu cho sinh viên.

5


* W orking w ith vocabulary: M ục đích của các dạng bài
tập luyện từ vựng được thiết kế trong giáo trình này nhằm giúp
sinh viên ghi nhớ số lượng từ đã học và phát triển chúng trong
ngữ cảnh mới.
* U nderstanding the reading: Phần này được thiết kế
dưới các dạng bài tập như: Bài tập “đủng/sai” và câu hỏi kiểm
tra đọc hiểu. Các dạng bài tập này giúp sinh viên khắc sâu kiến
thức của bài đọc hiểu vừa học và ơn lại những ý chính của bài

đọc.
* Further practice: Phần này được thiết kế dưới hai dạng
bài tập: Câu hỏi thảo luận và viết bài luận. Hai dạng bài tập này
giúp sinh viên có cơ hội sử dụng ngữ liệu đã học cùng với ngữ
liệu trong bài học để m ở rộng kiến thức bài đọc hiểu trên cơ sở
nắm chắc bài học và liên hệ với thực tế (cụ thể là thực tế về thư
viện ở V iệt nam).
* Further reading: M ỗi bài học đều cỏ m ột bài đọc thêm.
Những bài đọc thêm này cung cấp thêm thơng tin có liên quan
đến các nội dung m à bài học đề cập đến.
* Language focus: Giúp sinh viên củng cố và nâng cao
hiểu biết về kiến thức ngữ pháp và phát triển vốn từ vựng của
họ. M ột số bài tập gồm: tạo từ bằng cách sử dụng tiền tố, hậu
tố, điền giới từ, mạo từ, dạng đúng của động từ v v ...
* Building vocabulary skills: Gồm có hai loại bài tập:
“Ơn lại từ vựng” và “đoán từ dựa theo ngữ cảnh” . Hai dạng bài
tập này nhằm giúp sinh viên ôn lại từ của các bài học trước,
phát triển khả năng đoán nghĩa của từ theo ngữ cảnh.
Cuối sách là danh mục từ vựng được liệt kê theo từng bài
học.
Tác giả hi vọng ràng giáo trình Đ ọc hiểu tiếng Anh

6


ngành Thư viện-Thơng tin sẽ mang lại nhiều bổ ích cho sinh
viên. Chúc các bạn thành công.
Tác giả xin chân thành cám ơn PGS. TS. Trần Đức Ngôn,
ThS. Nguyễn Tiến Hiển, ThS. V ũ Dương Thúy Ngà, TS. Lê
Văn Viết, ThS. Nguyễn Huy Chương, TS. N guyễn H oà và TS.

Tơ Thị Thu Hương về những ý kiến đóng góp rất q báu cho
việc biên soạn giáo trình này.
Tác giả cũng xin bày tỏ lời cám ơn chân thành tới ông John
F Drennan, Trường Đại học Tổng họp M elbourne, Australia,
người đã đọc và sửa giáo trình.
Trong quá trình biên soạn chắc chắn cịn nhiều thiếu sót.
Tác giả rất mong nhận được sự chỉ giáo từ những người quan
tâm.

Dương Thị Thu Hà

7


SECTION 1

INTRODUCTION TO LIBRARY AND
INFORMATION SCIENCE

UNIT 1

THE ROLE OF THE LIBRARY IN SOCIETY
♦ Pre-reading
1. What do you understand by the words ‘aim ’ and
‘objective’?
2.

What do you know about libraries?

3.

Can you name some different kinds o f libraries?

♦ Reading
AIMS AND OBJECTIVES OF LIBRARIES
A library (institution) is a collection o f books and other
informational materials made available to people for reading,
study, or reference. The w ord library comes from liber, the
Latin w ord for “book” . However, library collections have
almost always contained a variety o f materials. M odem
libraries maintain collections that include not only written
m aterials such as manuscripts, books, newspapers, and
magazines, but also art reproductions, films, sound and video
recordings, maps, photographs, microfiches, CD-ROM s,

9


computer software, online databases, and other media. In
addition to maintaining collections w ithin library buildings,
m odem libraries often feature telecom m unication links that
provide users with access to inform ation at rem ote sites.
The central m ission o f a library is to collect, organize,
preserve, and provide access to knowledge and information. In
fulfilling this m ission, libraries preserve a valuable record o f
culture that can be passed down to succeeding generations.
Libraries are an essential link in this com m unication between
the past, present, and future. W hether the cultural record is
contained in books or in electronic formats, libraries ensure that
the record is preserved and made available for later use.

Libraries provide people w ith access to the inform ation they
need to work, play, learn, and govern.
People in many professions use library resources to assist
them in their work. People also use library resources to gain
inform ation about personal interests or to obtain recreational
m aterials such as film s and novels. Students use libraries to
supplem ent and enhance their classroom experiences, to learn
skills in locating sources o f information, and to develop good
reading and study habits. Public officials use libraries to
research legislation and public policy issues. One o f the most
valued o f all cultural institutions, the library provides
inform ation and services that are essential to learning and
progress.
Any organization w hich is well m anaged will have defined
aims or goals towards w hich all its activities and the energies
o f its personnel are directed. A library m anager has therefore an
obligation to spell out the aim s o f his library in relation to the
aspirations or the role o f the parent body in society. For a

10


public library system, its aims must be derived from the long­
term state goals particularly in education, inform ation and
culture. For example, its aims m ight be formulated as follows:
-

To support formal education, i.e. providing for the needs
of those pursuing prim ary and secondary education.

-

To contribute to non-formal education, i.e. providing for
literacy programs, vocational training and professional
education.

-

To encourage reading for knowledge and information.

-

To cultivate reading habits and to sustain literacy in
society etc.
The aims o f a university library, a college library, a school

library or a special library should be defined on the basis o f
what the library must do to further the w ork o f the organization
of which it is a part. The prim e goals o f a university library, for
instance, are to contribute to the teaching role o f a university, to
support learning and research activities, and to stimulate
creativity and

intellectual developm ent among

staff and

students.
It is not enough, however, only to

define the aims o f a

library. All the staff should know the aims so that they may
relate their w ork and devote their tim e to the fulfilm ent o f
those aims. Furtherm ore, the m anager m ust involve senior staff
in setting the objectives or targets o f their own departments in
the light o f stated aims o f the entire library. The objectives o f a
department such as the lending departm ent arise directly from
the aims. O bjectives are the basis o f the day-to-day operations
of a departm ent and a m easure o f its performance.

11


A t this juncture it is im portant to distinguish between
“aim s” and “objectives” . We would define “aim s” or “goals” as
statements about the purpose or the m ission o f an organization
or statem ents which spell out the business an organization is
engaged in. “O bjectives” spring from “aim s” and they are the
targets and tasks o f an organization or part o f it; they are, to an
extent, a m easure o f an organization’s effectiveness in the
fulfilment o f its aims.
The task o f the cataloging departm ent would be to catalog a
certain num ber o f books w ithin a short time and to produce
catalogs useful to readers. The objectives o f the lending
departm ent w ould be to provide reading materials to the
library’s user groups; to m aintain efficient catalogs and stocks;
to prepare statistics o f usage regularly; to educate readers on
the use o f the library, etc(*)

♦ W orking with vocabulary
A. Focus on the reading
Choose the best w ord or phrase for each sentence. Use each
word or phrase only once. If you need help, look at the reading
again. The w ords are in blacker letters in the reading passage.
collection
provide
manage
senior

devote
staff
basis

produce
distinguish
relate

own
m aterials
spring from

(*) Adapted from Ritchie, S. (1982) M odem library practice, pp. 1-9

12


1. A library (institution) is a __________ o f books and
other informational materials made available to people
for reading, study, or reference.

2. In addition to maintaining collections within library
buildings, m odem libraries often feature telecom m uni­
cation links that__________ users w ith access to inform a­
tion at remote sites.
3. The aims o f a university library, a college library, a
school library or a special library should be defined on
th e __________o f w hat the library must do to further the
work o f the organization o f w hich it is a part.
4. All th e _____________ should know the aims so that they
may___________ their w ork a n d ___________ their time to
the fulfilment o f those aims.
5. The m anager m ust involve_________ staff in setting the
objectives or targets o f th e ir__________ departments
in the light o f stated aims o f the entire library.
6. It is im portant to ____________ between “aim s” and
“objectives” .
7. “Objectives” ____________ “aim s” .
8. The task o f the cataloging departm ent would be to
catalog a certain num ber o f books within a short time
and t o ____________ catalogs useful to readers.
B. Focus on new contexts
In this exercise the w ords are in a different context. They are in

13


different sentences but they mean the same as in the reading
passage.
collections
basis

own
devoted

provided
produced
related
senior

1. There are two

distinguish
staff
change
spring from

a day from this mailbox.

2.

The firm has

3.

Rates o f w ork are calculated on a weekly

4.

H ow much is

him w ith a car.

depends on how hard we work.

5. The

in this shop are very helpful.

6.

W ealth is seldom

to happiness.

7.

He

his life to educating children.

8.

He's
me.

to me, because he joined the firm before

9.

He saw it w ith her

eyes.

10. People who cannot
said to be colour-blind.
11. H er actions

between colours are
goodwill.

C. Context clues
You can often understand the m eaning o f a new w ord from
other words in the sentence or from nearby sentences. The other
words that help you understand new w ords are called context
clues.

14


Practise using context clues. Choose the nearest equivalent
word/phrase to each word in bold print from a, b, c and d.
These words are from the reading passage. (Do not use your
dictionary.)
1. A library (institution) is a collection o f books and other
informational materials made available to people for
reading, study or reference.
a. provided

b. paid for

c. improved

d. eaten

2. The word library comes from ‘liber’, the Latin w ord for
ir'book”.
a. a m odem language
b. a country in South A m erica
c. an ancient language
d. a kind o f book
3. In addition to m aintaining collections w ithin library
buildings, m odem libraries often feature telecom m uni­
cation links that provide users w ith access to inform ation
at remote sites.
a. spectacles

b. pictures

c. countries

d. places

4. Any organization w hich is well m anaged will have
defined aims or goals towards w hich all its activities and
the energies o f its personnel are directed.
a.

good

b. useful

15


different sentences but they mean the same as in the reading
passage.
collections
basis
own
devoted

provided
produced
related
senior

1. There are two
2.

distinguish
staff
change
spring from
a day from this mailbox.

The firm has

him with a car.

3. Rates o f w ork are calculated on a w eekly
4.

H ow much is

5.

The

6.

W ealth is seldom

7.

He

his life to educating children.

8.

He's
me.

to me, because he joined the firm before

9.

He saw it w ith her

depends on how hard we work.
in this shop are very helpful.

to happiness.

eyes.

10. People who cannot
said to be colour-blind.
11. Her actions

between colours are
goodwill.

C. C ontext clues
You can often understand the meaning o f a new word from
other words in the sentence or from nearby sentences. The other
words that help you understand new words are called context
clues.

14


departments in the light o f the stated aims o f the entire
library.
objectives/targets
a. things
b. belongings
c. goals that depend on aims
d. results
in the light of
a. throwing light on
b. following the evidence provided by

c. in the daytime
d. clearly
9. The objectives o f the lending departm ent would be to
provide reading m aterials to the library's reading groups;
to m aintain efficient ™tgi^g-anH gtnrfrg
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efficient
a. w orking well
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stocks
a.

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c.

holdings

d. flowers

♦ Understanding the reading
A. Com prehension: True/False
W rite T if the sentence is true and F if the sentence is false.

17


1. A m odem library does much more than simply collects
books and manuscripts.
2.

The w ord 'library' comes from an ancient Latin word
meaning 'collection'.

3. A public library should aim to support both formal and
informal education.
4. Based on the aims o f a library, objectives are concerned
with day-to-day operations o f each aspect or department
o f a library.
5.

The aim s o f a library are based on the objectives o f the
library.

6. The only role o f a university library is to further the
teaching role o f the university.
' 7.

The word 'library' com es from an ancient Latin word
m eaning 'book'.

8. .CD-ROM s, photographs and m aps can often be found in
m odem libraries.

~

9. A library's aims should be formulated and made known
by the library's manager.
10. One o f the aims o f a university library should be that o f
stim ulating creativity am ong students and staff.

B. Comprehension questions
Answer the questions about the reading.

18


1. In broad terms, what two kinds o f education should
public libraries aim to support or contribute to?
2. Name one kind o f library that has, as one o f its prime
aims, that o f supporting research activities.
3.

Why is it important that all members o f staff in a library
should know the aims o f their library?

4. On the basis o f what criteria can the success o f the dayto-day operations o f a library be measured?
5. Which o f the following are best described as 'aims' and

which are best described as 'objectives'?
a.

Cataloging at least 500 books each week;

b.

To provide useful m aterials for tourists;

c.

To encourage reading among the community;

d. To keep statistical records;
e.

To teach readers how to care for books;

f.

To provide adequate lighting;

g. To provide reading m aterials for education o f
all m ain kinds and at different levels.
6. Who has the responsibility o f spelling out the aims o f a
library?

♦ Further practice
A. Discussion
1. Give brief introduction to the library system in Vietnam.

2. Name some function rooms in a library.

19


3.

N ame some divisions (or departments) within a large
library.

4.

Work out the tasks and functions o f each room or
division.

B. Guided w riting
Com position topic: Describe the kinds o f books you like to
read
1. M ake a list o f at least ten different kinds o f books, e.g.
history books, novels.
2.

Write one sentence describing six o f these. E.g. History
books tell the story o f people in the past, as individuals
and in society, and they try to find explanations for the
events o f the past.

3.

Give two reasons why you like one particular kind of

book. E.g. I like history books because (i) I can imagine
m yself living at a different time in history and taking
part in the events o f that time; (ii) history tries to explain
why the w orld has come to be the way it is today.

4.

Give two reasons why you dislike one particular kind o f
book. E.g. In history there are so many dates that I find it
confusing; (ii) I prefer to read about the present rather
than the past.

20


5. Now, write a short com position on the above topic,
making use o f the words and sentences you have ju st
written.

♦ Further reading
UNESCO PUBLIC LIBRARY M ANIFESTO (1994)
A gateway to knowledge
Freedom, Prosperity and the D evelopm ent o f society and
individuals are fundamental hum an values. They will only be
attained through the ability o f well-inform ed citizens to
exercise their dem ocratic rights and to play an active role in
society. Constructive participation and the developm ent o f
democracy depend on satisfactory education as well as on free
and unlimited access to knowledge, thought, culture and
information.

The public library, the local gateway to knowledge,
provides a basic condition for lifelong learning, independent
decision-making and cultural developm ent o f the individual and
social groups.
This M anifesto proclaim s U N E SC O ’s belief in the public
library as a living force for education, culture and information,
and as an essential agent for the fostering o f peace and spiritual
welfare through the m inds o f men and women. UNESCO
therefore encourages national and local governments to support
and actively engage in the developm ent o f public libraries.

21


The Public Library
The Public Library is the local centre o f information,
making all kinds o f know ledge and inform ation readily
available to its users. The services o f the public library are
provided on the basis o f equality o f access for all, regardless of
age, race, sex, religion, nationality, language or social status.
Specific services and m aterials m ust be provided for those who
cannot, for whatever reason, use the regular services and
materials,

for exam ple

linguistic minorities, people with

disabilities or people in hospital or prison.
All age groups m ust find material relevant to their needs.

Collections and services have to include all types o f appropriate
m edia and m odem technologies as well as traditional materials.
High quality and relevance to local needs and conditions are
fundamental. M aterial m ust reflect current trends and the
evolution o f society, as well as the m emory o f hum an endeavor
and imagination. Collections and services should not be subject
to any form o f ideological, political or religious censorship, nor
commercial pressure.

M issions o f the Public Library
The following key missions w hich relate to inform ation,
literacy, education and culture should be at the core o f public
library services:
1. creating and strengthening reading habits in children at
an early age;

22


2. supporting both individual and self conducted education
as well as formal education at all level;
3. providing opportunities for personal creative
development;
4. stimulating the im agination and creativity o f children
and young people;
5. promoting awareness o f cultural heritage, appreciation
o f the arts, scientific achievem ents and innovations;
6. providing access to cultural expressions o f all
performing arts;
7. fostering inter-cultural dialogue and favoring cultural

diversity;
8. supporting the oral tradition;
9. ensuring access for citizens to all sorts o f com munity
information;
10. providing adequate inform ation services to local
enterprises, associations and interest groups;
11. facilitating the developm ent o f inform ation and
computer literacy skills;
12. supporting and participating in literacy activities and
programm es for all age groups, and initiating such
activities if necessary.

Funding, legislation and netw orks
The public Library shall in principle be free o f charge. The

23


The library services must be adapted to the different needs
of communities in rural and urban areas. The librarian is an
active intermediary between users and resources. Professional
and continuing education o f the librarian is indispensable to
ensure adequate

services.

Outreach

and

user

education

programmes have to be provided to help users benefit from all
the resources.^

(*)

25


LANG UAG E FOCUS

A. Word forms: N ouns
Suffixes
The suffixes -ship, -a g e, -ation, -ion, -sion or -tio n can be
added to the end o f some words. W hen you add these suffixes
to a word, the new word becom es a noun.
Practise m aking nouns by adding the suffixes -ship, -a g e , ation, -ion, -sion or -tio n to the following words, then fill the
gaps in the sentences below.
Verb

Noun

Noun

Noun

describe

__________

mile

__________

discuss

__________

post

__________

elect

__________

ow ner

__________

inform

__________

cham pion

__________

explode

__________

invent

__________

educate

__________

invite

__________

marry

___________

pronounce

---------------

1. Who do you think will w in the next _________ - the
Conservatives or the Labor party?

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2. He knew a lot o f gram m ar and vocabulary, but his
___________ was so bad that no one could understand a
word he was saying.
3. T h e ___________o f the com puter has had an enormous
impact on people’s lives.
4. You get very g o o d ___________ from this car - at least
40 miles to the gallon.
5. Large public libraries em ploy professional reference
librarians who assist users in fin d in g __________ .
6. T he_____________o f the land is disputed.
7. This is his seco n d _____________. His first wife died in a
car crash three years ago.
8. There was a very liv e ly _____________ on TV last night
about the proposed introduction o f identity cards in
Britain.
9. It is now confirm ed that three people died in yesterday’s
___________ in a restaurant in Soho. This is the third
IRA bom bing in London this month.
10. Have you dad a n ___________ to Jill’s wedding yet?
11. The police asked the witness for a ____________ o f the
armed robber.
12. The book costs $15 plus $ 2 _____________ .
13. The school library is a working tool o f ____________ .
14. M y sister w on the w orld swimming ___________ last
year.

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B . A r tic le s : The articles a and the
• a is used to indicate one:
I’ve got tw o bikes and a car
H e’s a lawyer
• the is used:
a) w hen a w ord is used the second time:
He gave m e a bowl and a spoon. The
spoon is dirty
b) when only one object exists:
the earth; the sun; the River Thames
• a or the is not used before countries and towns:
I live in Paris
He w ent to Italy
* But note: some geographical locations include the in the
name:
a.

Certain countries: the USA; the United Kingdom; the
Philippines; the USSR; the Netherlands.

b.

M ajor points on the earth: the N orth Pole; the South
Pole; the Equator.

c.

Plurals o f islands, lakes, and m ountains: the Canary
Islands; the G reat lakes; the Him alaya M ountains.

d.

Oceans, seas, rivers, canals, deserts: the Pacific
Ocean; the Bering Sea, the M ississippi River; the
Suez Canal; the Sahara Desert.

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