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Date

22. 2.2008 14:21:53

Pages

387 S

Type

s

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Pages

xix, 199 S

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Footnote

Rez. in: KO 31(2004) no.4, S.255-257: (P. Riva): "Cataloguing standardization at the international level can be viewed as proceeding in a series of milestone conferences. This meeting, the first in a series which will cover different regions of the world, will take its place in that progression. The first IFLA Meeting of Experts an an International Cataloguing Code (IME ICC), held July 28-30, 2003 at Die Deutsche Bibliothek in Frankfurt, gathered representatives of almost all European countries as well as three of the four AACR author countries. As explained in the introduction by Barbara Tillett, chair of the IME ICC planning committee, the plan is for five meetings in total. Subsequent meetings are to take place in Buenos Aires, Argentina (held August 17-18, 2004) for Latin America and the Carribean, to be followed by Alexandria, Egypt (2005) for the Middle East, Seoul, South Korea (2006) for Asia, and Durban, South Africa (2007) for Africa. The impetus for planning these meetings was triggered by the 40th anniversary of the Paris Principles, approved at the International Conference an Cataloguing Principles held in 1961. Many will welcome the timely publication of the reports and papers from this important conference in book form. The original conference website (details given an p. 176) which includes most of the same material, is still extant, but the reports and papers gathered into this volume will be referred to by cataloguing rule makers long after the web as we know it has transformed itself into a new (and quite possibly not backwards compatible) environment.
Ton Heijligers reflects an the relation of the IME ICC effort to AACR and calls for an examination of the principles and function of the concept of main entry in his brief paper "Main entry into the future?" Ingrid Parent's article "From ISBD (S) to ISBD(CR): a voyage of discovery and alignment" is reprinted from Serials Librarian as it tells of the successful project not only to revise an ISBD, but also to harmonize three Codes for serials cataloguing: ISBD (CR), ISSN and AACR. Gunilla Jonsson's paper "The bibliographic unit in the digital context" is a perceptive discussion of level of granularity issues which must be addressed in deciding what to catalogue. Practical issues and user expectation are important considerations, whether the material to be catalogued is digital or analog. Ann Huthwaite's paper "Class of materials concept and GMDs" as well as Tom Delsey's ensuing comments, originated as Joint Steering Committee restricted papers in 2002. It is a great service to have them made widely available in this form as they raise fundamental issues and motivate work that has since taken place, leading to the current major round of revision to AACR. The GMD issue is about more than a list of terms and their placement in the cataloguing record, it is intertwined with consideration of whether the concept of classes of materials is helpful in organizing cataloguing rules, if so, which classes are needed, and how to allow for eventual integration of new types of materials. Useful in the Code comparison exercise is an extract of the section an access points from the draft of revised RAK (German cataloguing rules). Four short papers compare aspects of the Russian Cataloguing Rules with RAK and AACR: Tatiana Maskhoulia covers corporate body headings; Elena Zagorskaya outlines current development an serials and other continuing resources; Natalia N. Kasparova covers multilevel structures; Ljubov Ermakova and Tamara Bakhturina describe the uniform title and GMD provisions. The website includes one more item by Kasparova "Bibliographic record language in multilingual electronic communication." The volume is rounded out by the appendix which includes the conference agenda, the full list of participants, and the reports from the five working groups. Not for the casual reader, this volume is a must read for anyone working an cataloguing code development at the national or international levels, as well as those teaching cataloguing. Any practising cataloguer will benefit from reading the draft statement of principles and the three presentation papers, and dipping into the background papers."
Weitere Rez. in: ZfBB 52(2005) H.3/4, S.227-228 (K. Haller): " ... Im Mittelpunkt der Publikation steht das revidierte Statement of International Cataloguing Principles. Es wendet sich mit seinen Grundsätzen gleichermaßen an Bibliografien und Bibliothekskataloge sowie Datensammlungen in Archiven, Museen und dergleichen Einrichtungen. Terminologisch und inhaltlich geht das Statement von den Functional Requirements for Bibliographic Records (FRBR) aus. Durch die Functional Requirements and Numbering of Authority Records (FRANAR) werden die Normdateien und die Sacherschließung in das Statement eingebracht. Die FRBR sind ein theoretisches Modell, ein strategisches Dokument, in dem durch die Entitäten die logischen Zusammenhänge dargestellt und damit die notwendi ge Erschließungsqualität definiert wird. Es geht um klare Grundsätze für Wahl, Anzahl und Art der Suchbegriffe (access points) und deren Beziehungen. ... Insgesamt ist die Publikation sehr zu begrüßen und als Pflichtlektüre allen Verantwortlichen im Erschließungsbereich und dem in Ausbildung befindlichen Nachwuchs dringend zu empfehlen."

Pages

IV, 286 S

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Footnote

Rez. in Mitt. VÖB 60(2007) H.4, S.102-105 (O. Oberhauser): "Dieses Buch ist nicht als Neuauflage, sondern als Nachfolger des bekannten Werks von Busse/Ernestus zu sehen, das in seiner letzten Auflage (1999) bereits federführend von den Autoren Plassmann und Seefeldt verfasst wurde. Der nunmehr vorgelegte Band - man beachte auch den veränderten Titel (und Untertitel) - stammt von einem vierköpfigen Autoren-team. Die Verfasser kommen aus den bibliotheks- und informationswissenschaftlichen Instituten der Humboldt-Universität zu Berlin (Engelbert Plassmann, Konrad Umlauf) bzw. der Fachhochschule Köln (Hermann Rösch) und aus dem Bereich der Öffentlichen Bibliotheken (Jürgen Seefeldt, Landesbibliothekszentrum Rheinland-Pfalz). Das 2006 erschienene Buch wurde bereits mehrfach rezensiert, sodass die vorliegende Besprechung trotz Umfang und Bedeutung des Werkes nicht episch auszufallen braucht. In diesen Besprechungen war die Resonanz - sieht man von dem (teilweise unhaltbaren) Genörgel in ProLibris ab - über wiegend positiv, nach meinem Dafürhalten durchaus zu recht. So meint Ute Schwens, den Verfassern sei es "gelungen, eine komplexe Materie lesbar darzustellen und aus unterschiedlichen Blickwinkeln ein facettenreiches Bild zusammenzusetzen", Peter Vodosek spricht von "geschickt aufbereitete[r] Information, ideen- und faktenreich [.] kohärent dargeboten", Dieter Schmidmaier nennt den Band eine "Bereicherung der bibliotheks- und informationswissenschaftlichen Literatur". Dem kann ich mich voll anschließen, nicht so ganz dagegen der Meinung, das Buch sei vor allem für die Zielgruppe der Studierenden (Schmidmaier bzw. auch das Autorenteam) oder "für den Start ins Berufsleben" (Schwens) geeignet. Ich denke, dass es dafür in vielen Abschnitten bereits zuviel an Wissen und (bibliothekarischer) Erfahrung voraussetzt. Obwohl es gut geschrieben und gut lesbar ist, ist dies kein leicht zu lesendes Buch (wie selbst Schmidmaier konzediert). Eine richtige Einführung hätte viel umfangreicher, vielfach weiter ausholend, didaktisch erläuternd usw. geraten müssen - dann hätte sie aber keiner verlegt, gekauft und gelesen. So ist das eben. Dennoch: Jene, die sich im Bereich der Bibliotheks- und Informationswelt (Deutschlands) bereits ganz gut auskennen, werden wohl ungleich mehr von diesem Werk profitieren (falls sie es tatsächlich lesen) als blutige Anfänger (die dies als "Studis" vielleicht tun müssen).

Pages

X, 333 S

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Footnote

Rez. in: JASIST. 58(2007) no.4, S.606-607 (L.E. Harris): "Spanning is not a methodological "how-to"; rather it is a "how-tothink" book, intended for academicians and practitioners, on developing useful theory. Each chapter opens with a brief scenario, generally derived from Crowley's extensive personal experience as a librarian, university professor, and consultant, exemplifying the theme for that chapter. In chapter one, "Theorizing for Diverging Contexts: Why Research Results and Theory Development are So Little Used Outside the Campus," Crowley describes a doctoral candidate's experience in presenting her research at a national conference of working professionals. When the presentation is negatively received, the student's mentor rationalized the response by stating, "You have to remember, most of the people in the audience only have a master's degree" (p. 2). From this example, a cogent argument is distilled on how pervasive the theorypractice divide is in various academic domains, such as business, law, sociology, and LIS. What is useful research and theory for academicians seeking career and professional advancement does not translate into for practitioners engaged in specific institutional/organizational environments. Cultural pragmatism is introduced as an aid to researchers in both camps for its inclusion of context specificity and the need for testing a theory's usefulness through continually analyzed experience. Herein, the structural foundation for the bridge is constructed in the section on communication. The development of an interlanguage between academicians and practitioners will minimize incommensurability, "the perceived inability of humans to communicate effectively with one another due to a lack of common standards for meaning and other shared foundations" (p. 15). In this vein, Crowley presents five maxims, based on the works of John Stuart Mill, for developing useful, real world theory. The chapter ends, as do several others, addressing the divide specifically in the LIS domain. One of the most thought-provoking chapters is "Developing a Research Philosophy," which includes sections on inductive reasoning, how people really think, and a discussion of the battle between intellectual formations and internalized models. As a teacher of experienced and/or mature students in an LIS program, I instantly recognized the description of a reoccurring classroom event: what happens when introducing theory or research results that contradict students' experiences, and therefore, their internalized models of "how things really work in the field." Crowley suggests that in seeking a research philosophy, persuasion should not be a primary concern. This simple suggestion encouraged me to reconsider my posture when faced with this classroom issue. However, this chapter may be considered one of the weakest in the book, because of its rather slim treatment of considerations for selecting a useful research philosophy, despite the emphasis on the importance of the concept. Nevertheless, this chapter is foundational to the work presented in the remaining chapters.

Pages

xiv, 241 S