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  1. Hider, P.: Developing courseware for cataloguing (2000) 0.00 
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    Abstract
    This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.
    Type
    a
  2. Hsieh-Yee, I.: Cataloging and metadata education : asserting a central role in information organization (2002) 0.00 
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    Abstract
    This paper describes challenges in organizing digital resources, the role of cataloging in such an 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 central role of the profession in future information organization.
    Type
    a
  3. Ruiz-Perez, R.; Lopez-Cozar, E.D.: Education for cataloging in Spanish universities : a descriptive and critical study (2005) 0.00 
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    Abstract
    This is a critical descriptive study of the situation of Cataloging as an academic discipline within Library and Information Science studies in Spain. Material and methods: The descriptive analysis of the sectional contents of the General and Specific Guidelines of the degreees of Diplomado (three-year degree) and Licenciado (five-year degree) in LIS and the Curricular Programs of the Spanish University schools or departments. Variables analyzed: the denomination and content descriptors of the course offerings and credit hours. The test-retest method was used, with a qualitative processing of data. Results: General data is given about the studies in LIS: their introduction, the universities that offer them, and the degrees awarded. Cataloging is considered an obligatory core subject matter, and is represented by several courses that present important differences insofar as their denominations, their credits and their character from one curricular program to the next. The average credit requisite for obligatory courses in cataloging in Spain is 14 (1 credit= 10 class hours), and 19.7 if we also consider the electives. At present, this discipline is undergoing a reform that will produce important changes as a result of the adaptation of university studies to the common framework of the European Union.
    Type
    a
  4. Kyprianos, K.; Efthymiou, F.; Kouis, D.: Students' perceptions on cataloging course (2022) 0.00 
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    Abstract
    Cataloging and metadata description is one of the major competencies that a trainee cataloger must conquer. According to recent research results, library and information studies students experience difficulties understanding the theory, the terminology, and the tools necessary for cataloging. The experimental application of teaching models which derive from predominant learning theories, such as behaviorism, cognitivism, and constructivism, may help in detecting the difficulties of a cataloging course and in suggesting efficient solutions. This paper presents in detail three teaching models applied for a cataloging course and investigates their effectiveness, based on a survey of 126 first-year students. The survey employed the Kirkpatrick model aiming to record undergraduate students' perceptions and feelings about cataloging. The results revealed that, although a positive change in students' behavior towards cataloging has been achieved, they still do not feel very confident about the skills they have acquired. Moreover, students felt that practicing cataloging more frequently will eliminate their difficulties. Finally, they emphasized the need for face to face courses, as the survey took place in the coronavirus pandemic, during which the courses were held via distance learning.
    Type
    a
  5. Hyland, M.; Mortimer, M.; Higgins, N.: ¬The development of CatSkill and its potential for training in libraries (1997) 0.00 
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    Abstract
    Traces the background and development of CatSkill, the computer assisted learning (VAL) CD-ROM which proveds a complete course on the AACR2, 188 revision and 4 MARC coding schemes: ABN MARC, CanMARC, UKMARC and USMARC. This product was developed through a partnership of 2 Australian companies, DocMatrix Pty Ltd and Learning Curve Pty Ltd. Discusses the potential of CatSkill for paraprofessional and professional library training in library schools and for inhouse training. Outlines the future of CAL for both library technical training and for educating users to utilise library resources effectively
    Type
    a
  6. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.00 
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    Abstract
    Studies have revealed that LIS programs of the four library schools in Saudi Arabia are traditional and their cataloging courses do not cover new trends and issues in the organization of information. As a result, graduates of these schools lack the required skills for various cataloging positions, especially in an electronic library environment. Once hired, they need to embark on a continuing education program to develop these skills. The paper aims to review continuing education programs for catalogers offered by various library schools, human resource development institutions, automation vendors, and professional associations in Saudi Arabia. Several other continuing education opportunities available to catalogers, such as Web-based training, professional reading, and electronic discussions lists, are also discussed.
    Type
    a
  7. 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.
    Type
    a
  8. DeZelar-Tiedman, C.; Camden, B.P.; Uhl, R.: Growing our own : mentoring the next generation of catalog librarians (2006) 0.00 
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    Abstract
    This paper traces the development of a mentoring program for aspiring catalogers, sponsored and administered by the ALCTS CCS Committee on Education, Training, and Recruitment for Cataloging (CETRC). Background is given on the reasons for establishing the program, as well as the two pilot programs that preceded the current, ongoing mentoring service. Results of the assessment of the second pilot are shared. Though CETRC still faces challenges in sustaining the program on an ongoing basis, the Committee feels it is a valuable endeavor worth continuing.
    Type
    a
  9. Khursid, Z.: Preparing catalogers for the electronic environment : an analysis of cataloging and related courses in the Arabian Gulf region (1998) 0.00 
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  10. 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.
    Type
    a
  11. Münnich, M.; Zotter, H.: Education for cataloging and classification in Austria and Germany (2005) 0.00 
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    Abstract
    This article discusses the training of catalog librarians in Germany and Austria. First, the various library careers and degrees are described; then the various types of library schools and the varying educational content of different degree programs are described, along with continuing education programs in both countries. Typical job categories in German and Austrian libraries are described in terms of the qualification levels required in each category. Since the question of whether to retain the current official cataloguing code is now a subject of intense debate (with a potentially significant impact on library education,) the main points of that debate are outlined here. Mention is made of the manuals and textbooks currently used in cataloguing courses.
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    a
  12. Crawford, W.: Codies, bloatware, and bibliographic training (1998) 0.00 
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    Abstract
    Comments on CD-ROM discs reviewed for the categories of Best Upgrades and Best Overall Multimedia in the Software Publishers Association Codies awards. Suggests that CD-ROM products are being produced with hard disk space requirements that are too high for the home market. Reviews 3 CD-ROM discs for cataloguing training all from InfoTrain: CatSkill (a multimedia course on AACR2 and MARC); CatSkill: USMARC made Easy; and CatSkill: Format Integration Made Easy
    Type
    a
  13. Petr, K.: Education for cataloguing and classification at the Department of Information Sciences in Osijek, Croatia (2008) 0.00 
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    Abstract
    In 2005 Croatian higher education curricula underwent a significant reform in order to comply with requirements of the Bologna Process. This paper examines the ways that reform affected cataloguing instruction at the Department of Library and Information Sciences, Faculty of Philosophy, University J. Juraj Strossmayer in Osijek, Croatia.
    Type
    a
  14. 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.
    Type
    a
  15. Hiatt, R.M.: Education and training of cataloging staff at the Library of Congress (1987) 0.00 
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    Abstract
    The educational requirements and qualifications for employment on the cataloging staff of Processing Services. Library of Congress, are described for both the professional and paraprofessional staff. This is followed by a description of the on-the-job training provided both levels of staff and the ways in which that staff may expand its knowledge through special assignments.
    Type
    a
  16. Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.00 
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    Abstract
    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.
    Type
    a
  17. Hallam, G.: Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of Technology (2005) 0.00 
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    Abstract
    This paper discusses an innovative approach to teaching cataloguing. At Queensland University of Technology (QUT), students enrolled in the Graduate Diploma of Library and Information Studies were involved in an independent learning activity which aimed to develop LIS students' foundation knowledge of descriptive cataloguing, while simultaneously encouraging students to think critically about broader issues that would inevitably impact on their role as information professionals. In the self-study program, learning activities included an interactive multimedia CD-ROM and a printed workbook with exercises, augmented by the opportunity for group discussion in weekly tutorials to enable students to share key aspects of their independent learning. Students were asked to critically evaluate the CD-ROM and the workbook and also to develop their own professional views about the arguments for and against the inclusion of cataloguing in the LIS curriculum. The paper presents the outcomes of this pilot project.
    Type
    a
  18. Davis, J.M.: ¬A survey of cataloging education : are library schools listening? (2008) 0.00 
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    Abstract
    In recent years a number of surveys of cataloging education have been conducted, and each of those surveys has suggested changes in library education. This survey reviews the current state of cataloging education by evaluating courses taught by 47 ALA accredited programs and compares the results to previous studies. This study examined the types of cataloging courses offered in LIS programs to determine if the type of course taught has changed over time. Additionally, this study examined course offering frequencies to determine if LIS programs are making the kind of courses needed to train cataloging librarians available to their students. It is concluded that although LIS programs are continuing to offer and require introductory courses in cataloging and bibliographic control, they are relying more heavily on these introductory courses to provide the bulk of cataloging education.
    Type
    a
  19. Greitzke, M.: Anforderungen einer Öffentlichen Bibliothek an Diplom-Bibliothekare, die an einem Bibliothekssystem in der Abteilung Alphabetische Katalogisierung arbeiten (1976) 0.00 
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  20. Jung, R.: Methodik und Didaktik einer Einführung in die RAK nach vorausgegangenem Unterricht der Titelaufnahme nach den "Preußischen Instruktionen" (1976) 0.00 
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    Type
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Authors

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Types

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