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  1. Spillane, J.L.: Comparison of required introductory cataloging courses, 1986 to 1998 (1999) 0.02 
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    Abstract
    Cataloging is an important part of library education. Concerns about the declining number of required introductory cataloging courses led to this study in which data collected from library school bulletins were compared to data gathered in a similar 1986 study. Results indicate that the number of required iniroductory cataloging courses has dropped.
    Date
    10. 9.2000 17:38:22
  2. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.02 
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    Abstract
    Traditional cataloging support services such as typing and filing are gradually being eliminated in favor of more sophisticated skills. Library staff members who are specialized in imminently obsolete skills must be re-educated to become productive participants in the "Golden Age" of technology. The Catalog Management section at the Iowa State University Library is attempting to make this process painless and exciting for all of its employees.
    Date
    7. 1.2007 13:22:11
  3. Letarte, K.M.; Turvey, M.R.; Bornemann, D.; Adams, D.L.: Practitioner perspectives on cataloging education for entry-level academic Librarians (2002) 0.02 
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    Abstract
    The role of cataloging education within the library profession is a topic of considerable interest and debate. Fifty-five heads of reference and sixty-five heads of cataloging in Association of Research Librarians institutions responded to a survey based upon the Association for Library Collections and Technical Services 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 that practitioners agreed upon a definite set of core cataloging competencies that all entry-level academic librarians should possess. This finding holds larger implications for library education for academic librarians and for the profession as a whole.
    Date
    10. 9.2000 17:38:22
  4. Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015) 0.02 
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    Abstract
    This paper presents the results of a research study, a survey of library and information science master's degree holders who have taken a beginning cataloging course, to identify the elements of a beginning cataloging course that help students to learn cataloging concepts and skills. The results suggest that cataloging practice (the hands-on creation of bibliographic records or catalog cards), the effectiveness of the instructor, a balance of theory and practice, and placing cataloging in a real-world context contribute to effective learning. However, more research is needed to determine how, and to what the extent, each element should be incorporated into beginning cataloging courses.
    Date
    10. 9.2000 17:38:22
  5. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.02 
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    Abstract
    As libraries attempt to incorporate increasing amounts of electronic resources into their catalogs, utilizing a growing variety of metadata standards, library and information science programs are grappling with how to educate catalogers to meet these challenges. In this paper, an employer considers the characteristics and skills that catalogers will need and how they might acquire them.
    Date
    10. 9.2000 17:38:22
  6. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.02 
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    Abstract
    This paper presents findings of a survey an the state of cataloging and metadata education. in ALA-accredited library and information science progranis in North America. The survey was conducted in response to Action Item 5.1 of the "Bibliographic Control of Web Resources: A Library of Congress Action Plan," which focuses an providing metadata education to new LIS professionals. The study found LIS programs increased their reliance an introductory courses to cover cataloging and metadata, but fewer programs than before had a cataloging course requirement. The knowledge of cataloging delivered in introductory courses was basic, and the coverage of metadata was limited to an overview. Cataloging courses showed similarity in coverage and practice and focused an print mater!als. Few cataloging educators provided exercises in metadata record creation using non-AACR standards. Advanced cataloging courses provided in-depth coverage of subject cataloging and the cataloging of nonbook resources, but offered very limited coverage of metadata. Few programs offered full courses an metadata, and even fewer offered advanced metadata courses. Metadata topics were well integrated into LIS curricula, but coverage of metadata courses varied from program to program, depending an the interests of instructors. Educators were forward-looking and agreed an the inclusion of specific knowledge and skills in metadata instruction. A series of actions were proposed to assist educators in providing students with competencies in cataloging and metadata.
    Date
    10. 9.2000 17:38:22
  7. Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012) 0.02 
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    Abstract
    Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
    Footnote
    Beitrag innerhalb eines special issue "Online delivery of cataloging and classification education and instruction"
  8. Kirfel, G.: Methodisch-didaktische Überlegungen zum Fach "Alphabetische Katalogisierung" nach den "Preußischen Instruktionen" (1976) 0.01 
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    Date
    22. 3.2016 12:14:11
  9. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.00 
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    Abstract
    Cataloging and classification has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of cataloging and classification courses and teaching methodologies of six of the country's eight LIS Departments reveals that cataloging practices of the 1960s and 1970s dominate, a wide scale absence of newer technologies, non-availability of competent teachers, and poor lab facilities both in terms of equipment and library materials. Suggestions include: revision of curricula, arrangements to train cataloging and classification teachers in developed countries, improvement of laboratories, and the organization of continuing education programs.
  10. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
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    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
  11. Joudrey, D.N.: Another look at graduate education for cataloging and the organization of information (2008) 0.00 
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    Abstract
    Education for library cataloging and the organization of information (OI) continues to evolve. The current condition of graduate courses in these areas is examined through a review of the curricula of the 56 ALA-accredited graduate schools of library and information sciences (LIS) in the United States and Canada. This article, the second installment of a longitudinal study that began in 2000 to examine the state of cataloging education, contains a snapshot of this component of LIS education from the 2005-2006 academic year. It examines the types of OI courses being offered, the number of these courses actually being taught, and current trends and developments in cataloging education based on comparisons with earlier studies.
  12. Zyroff, E.: Cataloguing is a prime number (1996) 0.00 
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    Abstract
    Argues against various trends towards the downgrading of cataloguing in librarianship. These include the administrative response to the ready availability of shared catalogue records, the targeting of cataloguing positions when library budgets shrink, the 'supply and demand' attitude of library schools in the USA which less often insist on students studying cataloguing, and the lack of a core and prescriptive curriculum for library professionals sponsored by the ALA. The study of cataloguing and cataloguing theory promotes skills that ensure consistency, predictibility and repeatability of access to materials, and the lack of these skills among librarians harms the services they provide
  13. Clayden, J.: Theory versus practice in cataloging education (1995) 0.00 
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    Abstract
    Illustrates how education for cataloguing and cataloguers has developed in Australia by describing 3 alternative approaches exemplified by specific course of study: the Registration Examination of the Library Association of Australia; the undergraduate course at Curtin University of Technology; and that offered by Sydney University of Technology, Kuring-gai Campus. Reports the responses from small groups of librarians, library students and educators, in Western Australia, when asked via Nominal Group Technique sessions, to defines the mixture of theoretical knowledge, practical skills and personal attributes necessary for current professional cataloguers
    Source
    Journal of education for library and information science. 36(1995) no.3, S.230-238
  14. Saye, J.D.: Where are we and how did we get here? : place of cataloging in the library and information curriculum: causes and consequences (2002) 0.00 
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    Abstract
    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, and 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.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  15. Arsenault, C.; Leide, J.E.: Format integration and the design of cataloging and classification curricula (2002) 0.00 
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    Abstract
    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.
    Footnote
    Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I
  16. Riemer, J.J.: ¬A practitioner's view of the education of catalogers (1993) 0.00 
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    Abstract
    Future production of qualified first-time catalogers depends on the amount of cooperation between educator/practitioner. Collectively, both educator and practitioner must find common ground in education and preparation for the library student to be fully competent as a cataloger. The proposition of implementing laboratories, curriculum improvement for catalogers, and creation of internships gives the library student a mixture of theory and application, assuring proficiency as a first-time cataloger.
  17. Joudrey, D.N.; McGinnis, R.: Graduate education for information organization, cataloging, and metadata (2014) 0.00 
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    Abstract
    Discussions of cataloging and metadata education are popular in social media outlets, scholarly literature, conference meetings, and so on. This article, the third installment of a longitudinal study on the state of information organization (IO) education, analyzes the recent literature to identify new and continuing themes related to IO education. It provides an overview of the curricula of the 58 library and information science graduate programs in the United States and Canada accredited by the American Library Association (ALA). It examines the current conditions in 2012-2013 and compares them to data from earlier studies. It provides an overview of the types of IO courses available, program requirements, the number of schools offering IO courses, and the number of schools teaching those courses.
  18. Taylor, A.G.: ¬A quarter century of cataloging education (1996) 0.00 
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    Source
    Technical services management: 1965-1990. A quarter of a century of change and a look into the future. Festschrift for Kathryn Luther Henderson. Ed.: L.C. Smith et al
  19. Soper, M.E.: Descriptive cataloging education in library schools, using the University of Washington as a specific example (1987) 0.00 
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    Abstract
    An important part of cataloging education in library schools is descriptive cataloging, which is concerned with preparing the descriptions, entries and name headings for library materials. Although debate occurs over the primacy of theory and principles, or practices, and whether descriptive cataloging or subject analysis should receive the most emphasis, there is general agreement that all students need instruction in the processes of cataloging. The descriptive cataloging segment of the curriculum of the Graduate School of Library and Information Science, University of Washington, is described to illustrate one approach to cataloging education.
  20. Wajenberg, A.S.: Cataloging instruction for public service librarians (1987) 0.00 
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    Abstract
    This article describes a training program used in the Library of the University of Illinois at Urbana-Champaign to introduce 52 public service librarians to cataloging and classification. The program utilized specific cataloging samples, and emphasized the application of AACR 2 rules, Library of Congress rule interpretations, OCLC format documents, the Dewey Decimal Classification, and Library of Congress publications emanating from the Subject Cataloging Division. During the three year training period, the public service librarians have gradually assumed responsibility for all original cataloging of monographs.

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