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Abstract

Cataloging is at its most interesting when it is comprehended as part of a larger, meaningful, objective. Resource description is a complex task; but the essence of librarianship is curatorship of a collection, and that sense of curatorial responsibility is one of the things that makes resource description into cataloging-that is, professional responsibility is the difference between the task of transcription and the satisfaction of professional decisions well-made. Part of the essential difference is comprehension of the cultural milieu from which specific resources arise, and the modes of scholarship that might be used to nudge them to reveal their secrets for the advancement of knowledge. In this paper I describe a course designed to lend excitement and professional judgment to the education of future catalogers and collection managers by conveying the notion that all documents are, in fact, cultural artifacts. Part of a knowledge-sensitive curriculum for knowledge organization, the purpose of this course is to go beyond the concept of documents as mere packets of information to demonstrate that each is a product of its time and circumstances. Bibliographic skill leads to greater comfort with the intellectual and cultural forces that impel the creation of documents. Students become comfortable with the curatorial side of cataloging - the placement of each document in its cultural milieu as the goal of resource description, rather than the act of description itself.

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Abstract

What exactly is "knowledge organization?" It turns out there are many different definitions and not all scholars within the domain agree. The Consulting Editors of this journal have asked the ISKO Scientific Advisory Council to consider a concise definition of knowledge organization, and especially to consider its relationship with the more recently evolved term, "knowledge management," as well. The debate will likely be lengthy; I invite readers to watch these pages for developments as they become available. Of course, ISKO members have a common sensibility about the meaning of knowledge organization. Our Society's organizing charter says that "it is the aim of the Society to promote research, development and application of all methods for the organization of knowledge in general or of particular fields by integrating especially the conceptual approaches of classification research and artificial intelligence." The charter also specifies that "The Society stresses philosophicological, psychological and semantic approaches for a conceptual order of objects." Our journal's statement of scope and aims suggests we are interested in "questions of the adequate structuring and construction of ordering systems and on the problems of their use." Our aim as a journal is to provide "a forum for all those interested in the organization of knowledge on a universal or domain-specific scale, using concept-analytical or concept-synthetical approaches, as well as quantitative and qualitative methodologies." What we can gather from these statements is that the core of our domain is the ordering of what is known, that that ordering might be accomplished in various ways but that concepts are critical lynchpins, and that a wide variety of scientific approaches fall within our embrace. Still, as all scholars know, a definition of a tern may not include the term being defined; ergo, we cannot define knowledge organization as the organization of knowledge [!] - consequently we have charged ISKO to consider whether The Society can provide core definitions.