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Abstract

This study focuses on cataloging quality and how it is defined by information professionals, specifically university library catalogers. Although there is no single and objective definition of 'cataloging quality,' research aims to specify its core characteristics. The goal is to define the modern cataloging environment, as well as the tools and opportunities it provides, and to improve the success of academic library services for both professional catalogers and users, who are the final consumers of the information. Regarding methodology, a sample survey was chosen. The survey results revealed that the quality of cataloging is determined by several factors, including technical features of the data, adherence to standards, the cataloging process, user satisfaction, and the development of a general quality culture.

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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.