Wednesday, October 31, 2012

Why not sink your teeth into a good book this Halloween...


The Library and SID will be open this week from 10am to 5pm. Books may be returned to the Book Return Unit outside the Library door, outside of these hours.
Happy Halloween from ITB Library!

Define, describe, compare, explain...

Before you write an assignment or answer an exam question it is important to understand the question being asked.  What is the difference between being asked to define, state, describe, compare.... ?  This is a guide to help you decide what you are being asked to do!

Tuesday, October 30, 2012

Looking for a place to study?

The library and student information desk (SID) are open from 10am - 5pm this week. 

If you are working from home, don't forget you can use your library PIN to renew or reserve library books, as well as search the online library via One Search.  If you don't know your PIN, ask us to reset it at!

Friday, October 26, 2012

Need to change your password?

It's nearly time for the mid-term break - do you need to change your password?  If you need to access Moodle, your email or any other ITB computer service over the break, you may need to change your password.

You can change your password at any ITB PC: press CTRL-ALT-DELETE and select the option to change your password.

You can also sign up for password recovery.  Those who register for password recovery can change their passwords from off-campus.  You can register here and recover your password here.

Thursday, October 25, 2012

Introducing spreadsheets or MS Excel

Have you ever wanted to improve the way you use spreadsheets or Microsoft Excel? ForwardIT have some excellent videos that introduce the basic functions, as well as an outline of some advanced features...

Introducing MS Excel part 1

Introducing MS Excel part 2

Happy with all that?  Then have a more indepth look at advanced spreadsheets!

Wednesday, October 24, 2012

Worried about plagiarism?

Have a look at ITT Dublin Library's tutorial. Learn to:
  • describe what plagiarism is
  • explain how to avoid plagiarism
  • outline the purpose of plagiariam detection software (such as TurnItIn)

Tuesday, October 23, 2012

Need to use peer-reviewed articles in your work?

Have your lecturers recommended that you use peer-reviewed sources for your assignments?  Peer-reviewed articles are an excellent source of information for your studies.

Peer-reviewed articles are articles that have been reviewed by experts in the subject.  When the editor of a peer-reviewed journal receives an article, they ask other scholars in the field to review it.  The article is reviewed for academic quality, accuracy and relevance.  Articles which do not meet the necessary standard are returned to the author for revision.

When you use peer-reviewed articles in your assignments, you are using information of a high academic quality.

So, how do you find peer-reviewed articles?
When you search for information on the ITB Online Library (via One Search), you can limit your results to peer-reviewed articles.

Monday, October 22, 2012

Can't find a book you need in the library?

As you have probably noticed, the library has been very busy this term.  Many of your core texts are in high demand. 

Did you know that, if all of the copies of a book you need are on loan, you can reserve a copy?

Reserving books is a really effective way of ensuring that you can access your core texts.  It's much easier than checking the shelves every day!  When the book you reserved is returned, we will keep it for you at the library desk - we will email your student email account and you will have 3 college days to collect it. 

Reserving a book online is this easy....

Not sure of your PIN: ask us to reset it at

Friday, October 19, 2012

Need to brush up on your punctuation?

Are you smarter than a 10 year old?  Could your punctuation do with a bit of revision?  If so, you are not alone!

Have a look at some of our quick guides:

Thursday, October 18, 2012

Assignments: assessing your information

The final step of our process is assessment.  After all the hard work of defining and gathering information, followed by writing our assignment, it can be tempting to forego this last step.  However, assessing the successes and challenges of any process can help to improve it the next time we do it.


Imagine a friend of yours is about to start writing their assignment.  They are struggling to get started.  Would you recommend this system to them?  What worked well?  What didn't work at all?  What would you do differently?


Time management
Which parts of this process took the most time?
Did any parts take more time than you expected?
Did you run out of time at the end? 
How would you plan your time differently the next time you write an assignment? 

Organising yourself
Was it easy to keep track of your notes?
Did you remember to gather your citation information as you read?
Did you find out your password for accessing online resources?
Did you learn new ways of accessing resources, such as reserving library books? 
How would you organise yourself differently the next time you write an assignment?   

Are you happy with the assignment you wrote?
Think about one thing that you did very well when you were writing your assignment.
Think about one thing that you would have liked to do better when you were writing your assignment.

Alvin Toffler tells us that one of the most important skills for students today is to be able to learn, unlearn and relearn.  Assessment is a vital part of the learning process; it is worth taking the time to reflect on what you have learned in order to improve your future work!

Wednesday, October 17, 2012

Assignments: presenting your information

Having defined the information you need for your assignment, located the sources of information available to you, selected the approriate information and organised it into manageable pieces, we are now at step 5: presenting information!

In this case, presenting information refers to the writing process: forming a coherent argument with the information and ideas you have been gathering.

Writing assignments in college can be a little more challenging than those you may have written before.  You are now expected to go:

  • from repeating what you hear .... to analysing and interpreting what you hear
  • from using a single source of information (such as lecture notes)  .... to using multiple sources (such as lecture notes, text books, journals, websites etc.)
  • from straightforward statements .... to using evidence to back up what you write
  • from straightforward statements .... to creating balanced arguments which incorporate your own opinions
Yesterday, we talked about organising the information you have gathered for your assignment.   Having taken notes from various sources, we used mind maps to create a visual map of all the information we gathered.  Taking this mind map, we will now consider how to start constructing our assignment.

Our central thesis, or topic, is at the centre of our mind map, i.e. do something about solving global warming.  Each branch represents a subtopic, e.g. travel, home, plant trees etc.  Each of these subtopics will be represented by a paragraph in the body of our assignment.

Start your assignment with an introductory paragraph.  This paragraph should present your topic to the reader and explain why it is an important topic to write about.  Let the reader know what you plan to talk about in your assignment; try to spark their interest so that they are interested in reading further!  It is a good idea to revisit your introduction after you have written the body of the assignment to ensure that you introduced your work properly; some writers prefer to write their introduction last to ensure they introduce their arguments fully.

Body of the assigment
The body of the assignment is made up of paragraphs.  Each paragraph should cover a single subtopic, but it is important to link the paragraphs so that your argument flows.  For instance, in our global warming essay, we might finish one paragraph discussing fuel efficiency (e.g. in a paragraph about travel) and start the next paragraph talking about saving electricity (e.g. in a paragraph about the home).  The mind map will help you to organise your paragraphs in a logical way so that your argument flows from one paragraph to the next. 

The final paragraph is an opportunity to restate your central thesis, or topic, and to summarise your argument regarding this topic.  For instance, our thesis was that it is necessary to "do something" about global warming.  Having used the body of the assignment to outline what we can do, our conclusion could restate the importance of changing our behaviour and awareness in order to avoid disaster in the future. 

Having completed the first draft of our assignment, we can now revise the text with an eye to perfecting it.  As you read you can:
  • consider the flow of your argument: is it logical and easy to follow?
  • consider the relevance of your information: does each paragraph relate directly to the main topic of your assignment?
  • consider the level of the information: have you presumed that the reader knows too much or too little about the subject?  It can be a good idea to imagine your reader is a well-informed classmate.
  • consider your citations: have you included a proper reference for any information that you have taken from a book, journal, website etc?
  • consider your writing style: have you copied and pasted information from somewhere else?  It is usually very obvious because your writing style is different from that of the other author!  When you use another author's idea, just explain it in your own words and cite the source.
  • consider your spelling and grammar: don't lose marks for something that is very easy to fix!
Writing your assignment can be a very rewarding process: having spent time defining, gathering and evaluating information, you can finally get your ideas down on paper!   Good luck!

Tuesday, October 16, 2012

Assignments: organising your information

Are you writing assignments at the moment?  Do you have lots of information from different sources?  How do you organise all your information in preparation for writing?

Having located and selected information for your assignment, it is important to organise it in a way that allows you to use it effectively in your writing!

Organising your information falls into two main camps: taking effective notes from your source of information and arranging your notes in a logical way so that you can start writing.

Effective note-taking is an important skill for students.  Writing information in your own words can make it easier to understand and remember.  The two main places that students take notes are in lectures and when reading.
Many moons ago, before the invention of Moodle, students were required to take their own notes in class.  Without PowerPoint slides or PDFs to rely on, students needed to note down important points as the lecturer spoke.  Although, there is less need to do this today, it is still useful to note points that are repeated and emphasised, points that are written on a whiteboard or hightlighted, summaries at the beginning or the end of a lecture.  Notes can also include symbols or diagrams that help you to understand the information; different parts of the notes can be written in different colour pens, e.g. the student's own opinions or ideas might be written in red.  Lecture notes usually form the basis of everything we need to know about a subject; keeping regular, orderly lecture notes is invaluable when you are planning your assignment.
Students also take notes as they read books, journals, websites and other sources of information.  This type of note-taking is intended to capture the main points of a text so that you will not need to re-read the entire text again.  Taking notes as you read has several advantages: (1) it helps to focus the mind on what you are reading, (2) it reduces the information you are reading into manageable chunks, such as keywords or phrases, images or examples (3) it highlights the most important information, (4) it helps us to understand the information, by putting it in our own words, and to remember it. Finally, always remember to record the source of your information so that you can cite it correctly later!
The next step to organising the information for your assignment is to try to take your notes and arrange them in a logical way.  This is the first step in writing.  One way to approach this is through mind-mapping, a concept that allows you to create a simple visual map of your information.  Your mind map can be as simple or as creative and imaginative as you like!


Mind maps can be created on paper or online (see these free sites).  The main steps are: (1) start at the centre of a blank page and write your assignment topic or title, (2) draw 4-6 main branches from the centre; each branch represents a sub-topic or the basis of a paragraph, (3) draw smaller branches from each sub-topic listing all of your relevant ideas/sources of information, (4) keep writing until you have written everything you know about the topic!
Mind maps are a very effective way of transferring information from your head to the page.  Don't worry about how creative you think you are or are not - the only person it needs to make sense to is you!  Once you start drawing branches you will be surprised by the information you remember and the ideas that occur to you...
Organising your information is a very important step when you are planning your assignments.  It allows you to work effectively and quickly!

Monday, October 15, 2012

Assignments: selecting which information to include

Are you writing assignments at the moment?  How do you decide what information to include?  What is the difference between the information we use everyday and academic information?

Having defined the topic of our assignment and located where to find such information, step 3 of this process is to select academic-quality information which is relevant to your assignment.

Broadly speaking, academic information is divided into two main categories: information that has been formally edited and information that has not.  Traditionally, academic information always went through an editorial process before it was published; this included information in books, print journals, reports etc.  However, the way in which information is published has changed with the arrival of the internet.  In a world where anyone with an internet connection can publish information, the reader cannot always be sure that the information they read is accurate.

So what does this mean for you?
A lot of academic information is still formally edited.  Information that you find in books, print journals, the library databases etc.  has usually been edited by an expert in the field.  Peer-reviewed information is the cream of the crop!  This is academic information which has been endorsed by experts in the field.

On the other hand, much of the information that you find online has not had a formal editor.  If you choose to use this information, i.e. information found on websites rather than in books or databases, you become the de facto editor!  You must be the person to endorse the academic credentials of the information; you can do so by looking at:
  • the author: what is the author's experience and expertise?  Most good websites have an "about me" section where the author lists their qualifications and interests.
  • sources of the argument: has the author backed up their arguments with evidence/citations?  For instance, if an author includes a statistic in their writing, they might include a citation for the Central Statistics Office showing that that is where they sourced their information.
  • purpose of the argument: it is useful to consider whether the author is trying to inform you or convince you.  Is there evidence of bias in their argument?  Explict bias isn't unusual; ensure that if you present both sides of any argument before drawing your own conclusions.
  • timeliness: look at the date of publication to ensure the information isn't out-of-date.

Friday, October 12, 2012

Assignments: locating the information you need

Are you writing assignments at the moment?  This week we are looking at the steps involved in finding and using the information you need for your assignment.

Today we are going to look at how to locate or find the information we need.

The library has two main types of information: print information and online information. Print resources are located in the library; they include books, print journals, reports, newspapers, annual reports, student projects etc.  You can also find audio-visual resources, such as CDs, DVDS, cassettes and videos in the library.  You can find this resources by searching the library catalogue: 

Online resources can also be accessed on the main library website.  The library subscribes to a variety of databases, such as Academic Source Complete and Science Direct.  These databases contain hundreds of thousands of academic journals on the subjects taught here at ITB.  They are an excellent source of information for your assignments!  You can search the databases via One Search at

Search the catalogue and/or databases using the search terms you defined yesterday!  Library PINs can be reset at

Thursday, October 11, 2012

Assignments: defining what information you need

Are you writing assignments at the moment?  How do you go about finding and using the information you need to write a good assignment?

One possibility is:  Define -- Locate -- Select -- Organise -- Present -- Assess

Over the next week we are going to look at each step and consider how you can apply it to your assignments.  Today, we are looking at how we define what information we need.

When we are looking for information, it is important to start with a clear idea of what we are looking for.  This might seem obvious but, in a time of information overload, it is easy to get swamped or diverted by irrelevant information!

When we define the information we need for our assignment, we think about the type of information we are looking for.  This is particularly useful when we work in pairs or in a group.  For instance, let's imagine my assignment title is: discuss the impact on network security when Wi-Fi is made available to users.  

1. Select our keywords or search terms
We need keywords or search terms in order to search for information, e.g. in an online database search engine or in the index of a book.  Search terms are usually the main topics or subjects within our assignment title; in this example our search terms are network security and Wi-Fi.

When we input a search term into an online library database, it looks for journal articles that contain that search term.  Therefore, including search terms such as users or impact will not make our search results more relevant to the main topic or subject of our assignment.  Stick to searching for the main topics and subjects in the title!

The terms users and impact are important context words: we should keep them in mind when we are browsing our results list.

2. Consider alternative search terms
Sometimes a variety of words can be used to describe the same idea; every author might not use the exact same terms as your lecturer.  So it is useful to consider synonyms, or similar words, for your search terms.  This ensures that you don't miss an important article or book chapter as you search.

For instance:
network security = firewall maintenance = network integrity
Wi-Fi = wireless internet = wireless broadband

If I search for information on Wi-Fi and I do not find many results, I can search for a similar term such as wireless internet.  Some subjects, such as Business and Computing, have a lot of buzz words and changing terminology.

3. Be able to broaden or narrow your search
Sometimes you will retrieve too many results.  You can narrow your search results by choosing a more specific, or narrower, search term.  For instance, if you search for network security and retrieve hundreds of articles, you may decide to search for a more specific, relevant term such as anti-virus software or authentication.

Sometimes you will not retrieve enough results.  You can broaden your search results by choosing a wider, or broader, search term.  For instance, if you search for network security and don't retrieve very many articles, you may decide to search for a broader, relevant term such as network administration.  You can then browse these results for relevant articles.

Defining the information you need for your assignment will help you to find relevant information.  It's a great way to start!

Wednesday, October 10, 2012

Placing a hold on a book

What do you do when the book you need for that assignment is out on loan?

Don't Panic!!

If you wish to borrow a book that is already out on loan, you can reserve it.
1.     Go to the library catalogue: 
2.     Search for the book.     
You can only reserve a book if all copies are currently on loan i.e. not “on shelf

3.     Click the Request icon at the top of the page.

4.     Enter your name, student number and PIN.
If you do not have a PIN leave it blank.  Click on submit and it will prompt you to create a PIN for yourself.  Create a PIN that you will remember the next time you need it.  If you have difficulty creating a PIN, contact us at

5. You should get confirmation of the reservation on screen.
When the book is returned it will be held for you, at the library desk, for 3 working days.

An email will be sent to your student email address.

Tuesday, October 9, 2012

Worried about plagiarism?

Students read a huge amount of information, ideas, opinions and interpretations in the course of their studies.  The ideas come from all sorts of places – lecture notes, books, websites, journals, newspapers, databases etc.  Throughout their studies, students incorporate these words and ideas into their own writings, assignments and projects.   Amongst the key skills required for writing are: knowing how to quote and knowing how to paraphrase.

What is quoting?
When we quote we take the work of another author and use it, word-for-word, in our own writing. Quotations are punctuated by quotation marks in order to show where we have used another person’s words.

For instance:
Social media can no longer be dismissed as a fad or the preserve of the young. “Some of the fastest-growing demographics in social media are those above the age of 40” (Evans 2010). Innovation in this sector is vital for market leaders because of the rapidly changing nature of how internet-users chose to express themselves.

We use quotation marks to differentiate between our words and the words of another author. We incorporate the quote into our text where it is relevant and where it supports our argument. We must cite the quotation, i.e. create a reference to indicate the source of the quotation.

What is paraphrasing?
When we paraphrase we take the idea of another author and re-tell it in our own words. Paraphrased information accounts for the vast majority of information that is cited in college
assignments and projects. In order to paraphrase correctly, and to avoid plagiarising the source of the information, we must keep a few things in mind:

· Paraphrases do not change the meaning of the information
· Paraphrases do change the structure of the sentences used
· Paraphrases do change the words used

In order to ensure that we do not change the meaning of the source information, it is very important to understand what we have read. The best way to ensure that you understand a piece of text is to read it carefully, to close the book and to repeat it in your own words (either by explaining the idea to a friend or by writing it down). Once you have done this go back to the source of the information and check that you covered all the main points accurately.

Changing the structure of a sentence is challenging; in fact, this is where the “copy and paste” brigade usually fall short. A proper paraphrase requires you to incorporate the idea in the source of information into the text that you are writing; information which has been copied and pasted invariably stands out because the writing style is different from the rest of the assignment. When you read an idea, and then close the book and repeat that idea in your own words, you use your own style to repeat it. Remember, most individuals have distinctive writing styles.

Changing the words used also demonstrates that you understand the source information sufficiently; you are able to re-explain the idea in your own words. Again, the paraphrase should fit into your writing style; complicated terminology and phrasing may make the paraphrase stand out from the rest of your text. Technical terms, e.g. user-generated content, should not be changed.

Social media is appreciated by people of many different ages because so many different types of social networking websites allow people to create their own content, otherwise known as user-generated content. Online networking allows group members to communicate their interactions in a variety of ways.The notion that social networking is restricted to young people is more and more untrue.Some of the most rapid increases amongst people are occurring in those over 40 years (Evans 2010).

This is not a good paraphrase; in fact it is plagiarism.  Although I have not changed the meaning of the source information and I have changed some of the words used – it is plagiarism because I have not changed the sentence structure.  Merely substituting some words is not paraphrasing.

Social networking is no longer restricted to students. In fact, the biggest growth area in social media use is currently among users who are older than 40 years.  The ability of users to create their own content, also known as user-generated content (UCG), is proving to be a significant attraction.Online communities are now able to share information in a wide variety of ways (Evans 2010).

A proper paraphrase changes both the structure of the sentences and the words used, without losing the meaning of the source information.  And remember, paraphrases must be cited!

Monday, October 8, 2012

Keep losing your memory stick?

How would you like to be able access your files and documents from anywhere in the world at any time? USB memory sticks are handy, but are lost easily. So maybe it's time you moved your documents to the Cloud?

'Cloud Computing' has become a buzz phrase of the past few years. But what does it mean? Essentially, it refers to applications and services being offered over the Internet rather than on locally based computer servers. With this, the possibilities are endless; but let's focus on the options it offers you for storing your documents...

It helps to think of cloud storage in the same way you would an email account. When you send or receieve an email that contains an attached document,  the document (in most cases) will remain accessible to you afterwards, provided you don't delete it from your account. Cloud storage works in a similar way, minus the email. Your document is stored online for easy access anywhere, anytime.

So, if you have document that you need to save for makes sense to put it on the cloud rather than a memory stick that can be easily lost or damaged.  Best of all, many Cloud providers offer basic usage free of charge after signing up! Here are a few for you to consider....

Google Drive


Google Drive gives all users 5GB of free storage


Offers 7GB of free storage.



Offers 2GB of free storage, but based on referrals to new users, this is expandable to up to 18GB

Thursday, October 4, 2012

Have you searched our online library yet?

Looking for information for your assignments?  Have you seen our online library yet?

The library subscribes to online databases in the same way as we buy text books.  The databases contain journal articles on subjects that ITB students study.  They are a great place to find information for your assignments and projects!

This semester we have a brand new way of searching the databases.  Instead of searching each database separately, you can do "one search" across all of them!

"One search" is located on the main library catalogue page:

Some hints for searching!
Sample assignment: discuss the impact of gender roles on identity
  • search for keywords or topics. e.g. gender roles, identity. The search engine matches your search terms with the words in journal articles so including terms such as discuss or impact is unlikely to make your results more relevant   
  • use inverted commas around phrases, e.g. "gender roles" so that you find articles that include the phrase "gender roles" rather than articles containing the words gender and roles
  • use limitors to refine your search results e.g. limit to "full-text articles" or "peer-reviewed articles", limit by subject, publication year, format etc. 

And finally, you may need your library PIN number to log in to the databases.  Contact us at if you do not know what your PIN number is! 

Wednesday, October 3, 2012

Need to know how to reference (or cite) information in your assignments?

Are you starting your assignments? Do you need to learn how to reference? Well here’s a quick guide to the Harvard Referencing System!

As students you will spend most of your time listening to information, theories and ideas that experts in your subject area have come up. You will be asked to write assignments and projects that include these ideas. Students are expected to use other authors’ ideas in their projects and assignments; but, when you do use another author’s idea you must reference (or cite) it.

We reference information in order to give credit to the author who came up with the idea. We do it to allow our readers to follow up on our sources of information. We do it because our assignment or project is an academic work and we must be able to backup what we say.

So, what kind of information do we need to reference?
  • Quotations: when we take the words of another writer, place them in inverted commas and copy them exactly into our own assignment – we must reference this
  • Paraphrasing: when we take the idea of another writer, write it in our own words and include it in our assignment – we must reference this
  • Graphs & diagrams: when we take a graph, an image or a diagram, from a print or online source, and include it in our assignment – we must reference this

How does referencing work?
The Harvard Referencing System is a two-step system.

Step 1: short citation
Where: within the text of the assignment or project
When: when you are writing your assignment, include a citation immediately after any reference to information you read in a book, a journal, a website or any published work
How: (author surname year of publication)

Example: there are two citations in this example – the information in the first sentence came from an online journal by Hughes and the information in the second sentence came from a book by Berkerian.

Psychological issues in the court room
by Jane Smith

Psychological issues arise at the pre-trial, trial and post-trial phases of the judicial process (Hughes 1998). It is vital that staff members are properly informed of the rights of the defendant throughout the process. Recent studies indicate that false confessions are “more prevalent among prior offenders” (Bekerian 2005).

Step 2: reference list
Where: at the end of the assignment or project
How: references look different depending on the source of the information; so a reference for information taken from a book looks different to a reference for information from a website or a DVD or a newspaper etc; this is because the reference acts as a map back to the source

Example: there are five references in this example – they are listed alphabetically by author surname; this makes it easy to locate the Hughesreference or the Berkerian reference

Anderson, G. (1981) Criminal minds. New York: Harvard University Press.

Bekerian, D.A. and Levey, A.B. (2005) Applied psychology: putting theory into practice. Oxford, England: Oxford University Press.

Carroll, S. (2001) The criminal justice system in Ireland. 4th ed. Dublin, Ireland: HarperCollins.

Hughes, T. (1998) Hearing the voice of the prisoner. Journal of juvenile offenders in the UK [online], 12 December 1998, 41 (2), available from: <> [accessed 24 February 2006].

O’Malley, M. (2006) An introduction to development education. Irish journal of secondary education. 91 (3), pp. 41-46.

In order to write a reference (step 2), you will need:
  • The source of information, i.e. the book, journal, website etc.
  • The templates (in this leaflet– also available in print opposite the library desk)

For instance, if I am writing a reference for this book – I find the template for a “book”, on my leaflet, and follow it exactly:

The template looks like this:
Author surname, First initial. (Year of publication) Title: subtitle. Place of publication: Publisher.

My reference looks like this:
Elliott, G. (2004) Global business information technology: an integrated systems approach. Harlow, England: Addison-Wesley.

Tuesday, October 2, 2012

Reading difficult material...

Are you starting your assignments this week?  Faced with some daunting reading?
Sometimes reading about a new topic can be difficult, but there are steps you can take to make it easier on yourself!  Check out the library's quick guide...

Monday, October 1, 2012

Finding what you need on the shelf

We use the Dewey Decimal Classification system to shelve material in ITB library.

The system was invented my Melvil Dewey in 1876 and is the most widely used library organisation system in the world.

The system groups books by topic, by dividing them into 10 basic categories, and each of those categories is further split into 10 categories, and so on.

000 General Knowledge

100 Psychology & Philosophy

200 Religion

300 Social Sciences & Folklore

400 Languages

500 Natural Science

600 Applied Science, Technology

700 Arts & Recreation

800 Literature

900 Geography & History
You may have noticed the small stickers on the spine of our books...this is it's unique identifyer called its 'call number' or 'class number'. It is made up of its Dewey code and the first 3 letters of the authors surname.

When you search for a book on our library catalogue you'll see details on:

Its location in the library, the type of loan permitted on it ('Loan Period'), whether or not it is on loan ('Status') and the books Class Number.

Books are shelved in ascending order, according to their Dewey Class Number.

Books with class numbers between 000-399 are shelved on level 2 on the group study side.

Books with class numbers between 400-999 are shelved on level 2 on the quiet study side.