Search (66 results, page 1 of 4)

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Abstract

This article depicts the status quo of cataloging and classification education in China, including the library science programs, their curricula, the degrees offered, the contents of courses, and the selection of textbooks. It also analyzes the current problems in library science programs and projects the possible improvements and progress in the teaching in the next five to ten years.

Date

29. 9.2008 19:01:22

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part I"

Source

Cataloging and classification quarterly. 41(2005) no.2, S.85-103

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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

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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

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Abstract

Co-published simultaneously as Cataloging & classification quarterly, volume 41, number 2, 2005 and volume 41, numbers 3/4, 2006.

Classification

025.3/071 22

Content

Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.

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."

LCSH

Cataloging / Study and teaching

Subject

Cataloging / Study and teaching

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Date

10. 9.2000 17:38:22

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Abstract

Cataloging remains a fundamental component of library and information science and has many lessons to teach the architects of the Internet age. All students can benefit from taking a cataloging course, especially if it stresses cataloging as one specific answer to the problems of managing information and places cataloging within a larger context that also includes indexing and Internet search engines. Students deserve cataloging courses that combine theory and practice, avoid memorization, and require them to show a mastery of core principles rather than picky details. This paper includes specific suggestions on how to make cataloging exciting.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.43-52

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Abstract

Describes and analyzes the following three issues which elicit strong but divergent views among cataloging faculty, students, and practitioners, and seem to have done so for as long as people have been writing about cataloging education: (1) practice versus theory in cataloging education; (2) dividing book and nonbook cataloging into separate classes versus teaching the cataloging of all materials in a single class; and (3) what setting is best for teaching cataloging-formal graduate school courses, on the job training, or continuing education offerings. Speculates on how these issues may play out in the future as cataloging education continues to evolve in the 21st century.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.15-29

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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.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.165-187

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Abstract

This paper presents a brief account of cataloging and classification education in Iran. The number of universities with library and information science departments is given along with content of the courses taught on cataloging and classification. Cataloging rules, subject heading lists and classification schedules taught are discussed. Changes of the curricula over the past 5-10 years as well as anticipated changes over the next 5-10 years are enumerated. Degrees awarded, number of faculty teaching in the area of cataloging and classification and the number of students taking cataloging related coursework for a year or semester are the other topics covered by the paper. The role of teaching assistants and the practicum of students in library cataloging and/or cataloging related departments are also discussed.

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.431-441

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Abstract

This paper concentrates on the current state of cataloging and classification education in Egypt. The authors highlight the changes occurred in the past five years and also envision the expected changes for the near future. All courses related inclusively to cataloging (both descriptive and subject) and classification of library materials have been examined. Research design includes analyzing curricula, distributing written questionnaire, and interviewing library and information science faculty from different departments throughout the country. The paper reveals a number of findings that are of particular relevance to the current and near-future cataloging and classification education in Egypt. Among these findings are the increasing focus on machine-readable cataloging, cooperation in cataloging, improving the practical part of cataloging and classification education, the need for continuing education of instructors, and continuing development of cataloging courses.

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.407-429

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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

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.121-143

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Abstract

This paper investigates an innovative approach to training non-traditional employees, particularly student workers, in a library cataloging department. The author presents guidelines and pedagogical aspects of using e-learning courseware for basic cataloging training, reviews the challenges and difficulties encountered in the project, and introduces the content and structure of prototype 2 of the courseware. This e-learning courseware for basic cataloging can be adapted to facilitate the training of other groups of new staff in the cataloging department.

Source

Cataloging and classification quarterly. 46(2008) no.2, S.221-234

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Abstract

Enemies of cataloging today include ill-informed administrators, information scientists in library schools, and those who think that alternatives to vocabulary control and bibliographic architecture-such as Google-are better and cheaper than cataloging. Bibliographic control and cataloging should be at the heart of library education. An ideal library school is described.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.1-14

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Abstract

An opinionated and very informal exploration of the reasons that cataloging is often disparaged or undervalued, with suggestions for initiatives that might improve perceptions and enable advancement of cataloging agenda.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.31-42

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Abstract

This study presents the results of a survey that addressed the experiences of newly-graduated cataloging librarians. Focusing on qualitative rather than quantitative data, the survey gathered information about their position responsibilities, what new catalogers liked and disliked about their jobs, the need for on-the-job training, whether they felt prepared to take on their responsibilities, whether they had any preconceptions about what a cataloging job would be like, and whether their experiences confirmed those preconceptions.

Footnote

Beitrag eines Themenheftes "The Intellectual and Professional World of Cataloging"

Source

Cataloging and classification quarterly. 45(2008) no.3, S.61-79

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Abstract

This paper presents the situation of library education in Peru during the last decades of the 20th Century, particularly dealing with education in the area of cataloging and bibliographic control. Both an historical view and the current situation are explained to give a general panorama of education in the areas of cataloging, classification, organization of electronic materials, cataloging networks, and the like. Also a short panorama of the near future is given. At the same time not only professional education is presented, but also non professional, continuing and on the job education in library and information science (LIS) in Peru.

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.389-406

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Abstract

The main objective of this paper is to provide an overview about education for cataloguing and classification in Mexico. Mexican Library and Information Science (LIS) schools have traditionally been featured by a strong emphasis in cataloging and classification learning, which continues being an important part of their curricula. Additionally, like in other countries, education for cataloging and classification in México has been influenced by the changes that libraries and Library Science have experienced from new technological developments. General trends in education for cataloging and classification in Mexico are seen by comparing the different Mexican LIS schools and their program curricula.

Footnote

Beitrag eines Themenheftes "Education for cataloging: international perspectives. Part II"

Source

Cataloging and classification quarterly. 41(2005) nos.3/4, S.353-388

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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.

Source

Cataloging and classification quarterly. 43(2006) no.1, S.53-65

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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.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part I

Source

Cataloging and classification quarterly. 34(2002) nos.1/2, S.203-221

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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.

Source

Cataloging and classification quarterly. 46(2008) no.2, S.182-200