Cataloging & Classification Quarterly
Volume 34, no. 1-2, 2002
FOR CATALOGING AND THE ORGANIZATION OF INFORMATION: PITFALLS AND THE PENDULUM
Janet Swan Hill
special theme issue guest editor
Preface by Janet Swan Hill
Part I. A Matter of Opinion
Why Teach Cataloguing and Classification?
Abstract: Enemies of cataloging today include ill-informed administrators, information scientists in library schools, and those who think that alternatives to vocabulary control and bibliographic architecture - such as Google - are better and cheaper than cataloging. Bibliographic control and cataloging should be at the heart of library education. An ideal library school is described.
Keywords: Cataloging education, library education, library school curricula
Persistent Issues in Cataloging Education: Considering the Past and Looking Toward the Future
Sheila S. Intner
Describes and analyzes the following three issues which elicit strong but divergent, views among cataloging faculty, students, and practitioners, and seem to have done so for as long as people have been writing about cataloging education: (1) practice versus theory in cataloging education; (2) dividing book and nonbook cataloging into separate classes versus teaching the cataloging of all materials in a single class; and, (3) what setting is best for teaching cataloging-formal graduate school courses, on the job training, or continuing education offerings. Speculates on how these issues may play out in the future as cataloging education continues to evolve in the 21st century.
Keywords: Cataloging education, continuing education, theory vs. practice
Why Does Everybody Hate Cataloging?
by Heidi Lee Heorman
An opinionated and very informal exploration of the reasons that cataloging is often disparaged or undervalued, with suggestions for initiatives that might improve perceptions and enable advancement of cataloging agenda.
Keywords: Cataloging education, cataloging
Cataloging: An Exciting Subject for Exciting Times
by Robert P. Holley
Cataloging remains a fundamental component of library and information science and has many lessons to teach the architects of the Internet age. All students can benefit from taking a cataloging course, especially if it stresses cataloging as one specific answer to the problems of managing information and places cataloging within a larger context that also includes indexing and Internet search engines. Students deserve cataloging courses that combine theory and practice, avoid memorization, and require them to show a mastery of core principles rather than picky details. This paper includes specific suggestions on how to make cataloging exciting.
Keywords: Cataloging education, cataloging curriculum
II. The Context
Demographic Trends Affecting Professional Technical Services Staffing in ARL Libraries
Stanley J. Wilder
This paper presents demographic data from the Association of Research Libraries to argue that professional staffing in technical services/cataloging positions is declining. Two factors are identified as possible causes: first, a consistent and long-term drop-off in hiring, and second, unusually high retirement rates resulting from the advanced age of these staff.
Keywords: Demographics, aging, librarianship, cataloging, retirements, hiring, library staffing
A New Look at US Graduate Courses in Bibliographic Control
Daniel N. Joudrey
The current state of graduate bibliographic control education in the United States is examined through reviewing the literature, analyzing Web sites for 48 LIS programs, and corresponding with and interviewing bibliographic control educators. In reviewing the recent bibliographic control education literature, six primary themes were identified: background/contextual information, theory versus practice, responsibilities and skills needed by catalogers, relations between educators and practitioners, the universality of cataloging, and curricular issues. Each of these areas is examined in depth. The study conducted examined the number and types of bibliographic control education available in LIS programs in the US. It also collected information on which textbooks were being used in each course. It appears from the study that some courses are increasing in number. The primary areas of bibliographic control education examined include organizing information, technical services, classification theory, indexing, thesaurus construction, cataloging technology, and basic, advanced, descriptive, subject, non-book, Internet resources, and music cataloging courses.
Keywords: Cataloging education, classification education, library education, library schools, bibliographic control courses
Textbooks Used in Bibliographic Control Education Courses
by Daniel N. Joudrey
As part of the study reported in this paper, the usage of textbooks in bibliographic control education was also examined. This information, which is presented in the following sixteen tables, was obtained by analyzing the Web sites of the 48 ALA-accredited LIS schools in the United States, excluding only the program at the University of Puerto Rico. The course description and the syllabus for each course were examined to determine the textbooks used. If a current syllabus was not available on the Web, the school's cataloging faculty was contacted by e-mail. In a few cases, telephone interviews were conducted to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001.
Keywords: Textbooks, cataloging education, classification, library education, bibliographic control courses
Where Are We and How Did We Get Here? Or, The Changing Place of Cataloging in the Library and Information Science Curriculum: Causes and Consequences
Jerry D. Saye
Explores factors that have influenced library and information science education over the past two decades. Emphasis is placed on cataloging instruction and particularly cataloging as a required course. Identifies the introduction of new areas of study, corresponding curricular changes, the nature of LIS faculty as influencing the role of cataloging in the professional education of librarians. An analysis
is provided of the changing perception of the importance of cataloging in professional library education programs.
Keywords: Cataloging education, library schools, library school faculty, library school curricula
"If I Knew Then What I Know Now": UNCG LIS Graduates' Perspectives on Cataloging Education
Beatrice Kovacs and Nancy Dayton
The debate over whether cataloging courses should be required has continued for many years between faculties in various 'library' schools. To gauge the value of the required UNCG cataloging course and its impact on their professional duties, graduates of the UNCG MLIS program were surveyed during the last quarter of 2001. Of the 191 respondents, whether they had positions as catalogers or not, the overwhelming majority (89%) felt that such a course is essential and should be required.
Keywords: Cataloging, core competencies, cataloging curriculum, education, librarianship, research
Cataloging or Knowledge Management: Perspectives of Library Educators on Cataloging Education for Entry-Level Academic Librarians
Michelle R. Turvey and Karen M. Letarte)
The topic of cataloging education for catalogers and non-catalogers alike has been a perennial topic for practitioners. This follow-up study explores the views of library educators with regard to cataloging education. Twenty-three educators with primary teaching duties in reference, twenty-nine educators with primary teaching duties in cataloging and seventy educators whose primary teaching duties were in neither reference nor cataloging in ALA-accredited master's degree programs responded to a survey based on the ALCTS Educational Policy Statement, Appendix: Knowledge and Skills, Intellectual Access and Information Organization concerning the importance of cataloging competencies for all entry-level academic librarians. The survey found library educators, in general, agreed with practitioners on the listed cataloging competencies for all entry-level academic librarians.
Keywords: Cataloging education, competencies, academic librarians
Part III. Education for Specific Purposes
Format Integration and the Design of Cataloging and Classification Curricula
by Clement Arsenault and John E. Leide
Cataloging is a dynamic and ever changing activity. Developments in codes and standards create a need for continuing reconsideration of the design of our curricula. Format integration, in particular, raises questions about the structure of curricula for cataloging and classification. The issues relating to differing formats of materials are not new, but the process of standardization of treatment, which was begun quite tentatively in the development of the Anglo-American Cataloging Rules (AACR) has blossomed to the fore in the ensuing years. This paper examines the historical context of the integration of formats before addressing the continuing arguments that maintain that all types of materials should be treated in an introductory course as opposed to those that assert that format issues should not be covered in any depth in an introductory course. A design for an integrated but not exhaustive treatment of formats in an introductory course with more detailed coverage included in advanced courses is proposed.
Keywords: Format integration, nonbook cataloging, cataloging education, cataloging curriculum
Cataloging and Metadata Education: Asserting a Central Role in Information Organization
This paper describes challenges in organizing digital resources, the role of cataloging in such effort, forces that threaten the future of cataloging, and responses from the field. It identifies ten issues for consideration when one designs a future cataloging education program. A model program providing four levels of expertise is presented to illustrate that future cataloging education will have a broader scope, incorporating metadata and various aspects of information organization. The program shows that LIS programs can meet different market demands to cover cataloging and metadata topics adequately to help students and ensure the centrality role of the profession in future information organization.
Keywords: cataloging, metadata, cataloging education, metadata education, digital resources, information organization
On Teaching Subject Cataloging
Arlene G. Taylor and Daniel N. Joudrey
The authors, Professor Arlene G. Taylor and her doctoral student, Daniel N. Joudrey, discuss their approach to teaching subject cataloging in the graduate library and information sciences (LIS) program at the University of Pittsburgh's School of Information Sciences. This essay discusses the authors' thoughts on the importance of subject cataloging in graduate LIS education, the theory versus practice debate, goals, class work, grading, making it concrete to the students, ordering topics in the courses, separating subject analysis from descriptive cataloging, and concerns for the future.
Keywords: Subject cataloging education, cataloging education, subject analysis
Education for Authority Control: Whose Responsibility Is It?
Rebecca L. Mugridge and Kevin A. Furniss
Educating librarians to perform authority work and catalog maintenance involves formal education in library school and both on-the-job and in-service training. However, the path from library school graduate to authority control librarian is neither direct nor self-evident. The authors surveyed the membership of the AUTOCAT electronic discussion group to determine how librarians learn the theory and practice of authority control and catalog maintenance; strategies that would make authority control easier to learn; levels of educational responsibility involved for the library schools, individual librarians and their employers; and how librarians value authority control. The survey results show that an ongoing collaboration among librarians, employers and educators is needed to refine and simplify the process of authority control education.
Keywords: Cataloger education, authority control, catalog management, library school courses
What Else Do You Need To Know? Practical Skills for Catalogers and Managers
Janet Swan Hill
Catalogers and those who manage cataloging operations need a broader practical knowledge base than can be reasonably acquired in library schools, especially since the availability of cataloging coursework in library schools has decreased over time. This paper is written from the perspective of a manager of cataloging operations, and considers the kinds of skills, education and training needed for both catalogers and managers. It concentrates primarily on library specific education, computer, and communication skills, and suggests how such skills can be acquired and maintained.
Keywords: Cataloging education, technical services education, continuing education, competencies