Search (9 results, page 1 of 1)

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Abstract

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.

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Abstract

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 conducte to obtain the needed information. Data collection occurred between September 14, 2000 and February 12, 2001. From the 48 schools in this survey, it was found that 92 individual textbook titles were being used in ALA-accredited US graduate schools in the area of bibliographic control education. The total number of textbooks required for all the courses was 422 (a figure that is made up of these 92 individual titles). This averages to 8.79 bibliographic control textbooks per school or 2.12 textbooks per course.

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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.

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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.

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Date

10. 9.2000 17:38:22

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Date

10. 9.2000 17:38:22

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Abstract

Purpose - This paper aims to examine the effectiveness of a series of in-house training offered to cataloguers and para-professional cataloguing staff at the University of the West Indies, St Augustine, Trinidad and Tobago. Design/methodology/approach - The instrument used for the survey was a questionnaire which sought to evaluate the effectiveness of the training over a two-year period. Through the application of a five-point Likert scale respondents were required to indicate their levels of satisfaction or dissatisfaction with the training sessions. Findings - The paper reveals the relevance and effectiveness of a structured approach to cataloguing training and highlights the need for cataloguing staff to keep abreast of current trends through continuing education. It also demonstrates a dire need for greater collaboration between library schools and libraries in the development of proficiencies for entry level cataloguers. Research limitations/implications - The collective evaluation of professionals and para-professionals with varying levels of cataloguing knowledge and competencies impacted on the reliability of the data. Originality/value - The paper serves as a model for future cataloguing training at the St Augustine Campus Libraries and can be adapted by other libraries for meeting their training needs in cataloguing.

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Date

10. 9.2000 17:38:22

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Classification

025.3/071 22

DDC

025.3/071 22