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  1. Hsieh-Yee, I.: Cataloging and metatdata education in North American LIS programs (2004) 0.07 
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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
  2. Haider, S.J.: Teaching of cataloging and classification in Pakistan (2006) 0.04 
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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.
  3. Khurshid, Z.: Continuing education for catalogers in Saudi Arabia (2005) 0.04 
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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.
  4. Education for library cataloging : international perspectives (2006) 0.03 
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    Classification
    025.3/071 22
    DDC
    025.3/071 22
    Footnote
    Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
  5. Joudrey, D.N.: ¬A new look at US graduate courses in bibliographic control (2002) 0.03 
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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.
  6. Hill, J.S.: Analog people for digital dreams : staffing and educational considerations for cataloging and metadata professionals (2005) 0.03 
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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
  7. Shoham, S.: Cataloging instruction in Israel (2005) 0.03 
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    Abstract
    Despite its young age compared to similar programs in the United States, cataloging instruction in Israel has also been transformed to reflect the changes in the work done in libraries based on technological innovations and conceptions held by those involved in academia. Cataloging instruction in Israel is marked by a number of factors: * There has always been a division, carried through to today, between distinct and independent courses on various aspects of cataloging: A course on classification, a course on descriptive cataloging and a course on indexing. Even today, these courses are requirements in all of the instructional frameworks, though the length of the course has been reduced over the years * Over the years additional courses have been introduced as a reflection of the technological developments and work in the field * The majority of courses are now taught in computer labs * Switch to instruction by academics and not by librarians, workers in the field, as was customary for many decades * Focus of instruction in university departments on theory and understanding of concepts.
  8. Roughton, K.G.: Educating the dinosaur : the evolution of catalog management at the Iowa State University Library (1985) 0.03 
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    Date
    7. 1.2007 13:22:11
    Footnote
    Simultaneously published as Computer Software Cataloging: Techniques and Examples
  9. Davis, J.M.: ¬A survey of cataloging education : are library schools listening? (2008) 0.02 
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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.
  10. Hyland, M.; Mortimer, M.: Computer assisted learning and the teaching of cataloguing (1995) 0.02 
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    Abstract
    Discusses the benefits of computer assisted learning (CAL) in overcoming the problem of teaching practical cataloguing skills in already crowded library studies programmes. Describes the development of CatSkill, a CAL package offering a complete course in the use od AACR2R and machine readable cataloguing coding, and looks at the features of an effective CAL package
    Theme
    Computer Based Training
  11. Münnich, M.; Zotter, H.: Education for cataloging and classification in Austria and Germany (2005) 0.01 
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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.
  12. Chan, L.M.: Instructional materials used in teaching cataloging and classification (1987) 0.01 
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    Abstract
    An informal survey was conducted for the purpose of identifying instructional materials used in teaching cataloging and classification in library and information science programs in the United States and Canada. Based on responses from instructors in these areas, three groups of instructional materials were identified: cataloging and classification tools, textbooks, and background and supplementary reading materials.
  13. McAllister-Harper, D.: ¬An analysis of courses in cataloging and classification and related areas offered in sixteen graduate library schools and their relationship to present and future trends in cataloging and classification and to cognitive needs of professional academic catalogers (1993) 0.01 
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    Abstract
    This study examines what is taught in sixteen library schools in the United States. The trends and needs of cataloging and classification professionals were analyzed from professional literature and compared with course descriptions. The author identifies the variety of ways the cataloging content is covered in education programs particularly the titles of courses containing cataloging content and also calls for curriculum experts to be aware of the quantitative and qualitative requirements of the profession
  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) 0.01 
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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.
  15. DeZelar-Tiedman, C.; Camden, B.P.; Uhl, R.: Growing our own : mentoring the next generation of catalog librarians (2006) 0.01 
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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.
  16. Hudson, J.: On-the-job training for cataloging and classification (1987) 0.01 
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    Abstract
    Training for cataloging and classification within the Cataloging Department is discussed for two levels of staff, copy catalogers and original catalogers. A general pattern which moves from learning to catalog straightforward materials which require minimal editing to processing materials which are progressively more complex is described for copy catalogers. A survey of heads of cataloging departments reveals that there is a general feeling that cataloging and classification are being shortchanged in library school training and recommendations for such training are made. Training programs for original catalogers also follow a pattern, from working with LC copy to preparing original cataloging records. Some variations to the training patterns for each group are noted. The article concludes with a discussion of continuing education for both groups.
  17. Joudrey, D.N.; McGinnis, R.: Graduate education for information organization, cataloging, and metadata (2014) 0.01 
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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. Crawford, W.: Codies, bloatware, and bibliographic training (1998) 0.01 
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    Theme
    Computer Based Training
  19. Turvey, M.R.; Letarte, K.M.: Cataloging or knowledge management : perspectives of library educators on cataloging education for entry-level academic librarians (2002) 0.01 
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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.
  20. Hsieh-Yee, I.: Cataloging and metadata education : asserting a central role in information organization (2002) 0.01 
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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.

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