Janet--
Thanks, but unfortunately I'd think that the FERPA regulations would
prevent posting their work. Illinois is very observant of this. So
I'd have to make it an explicit requirement of the assignment to post
on the list, which might have a chilling effect on quality because
when they go into AUTOCAT they're just overwhelmed. It may be that
the reporst are so good because they are just "talking" to their
classmates.
I just regret that more people don't get to read the essays because
the students put a lot of work and thought into them.
Cheryl
>Would you be interested in "sounding out" the listowners and background
>elves of AUTOCAT to see what they might think about having some of those
>AUTOCAT reports posted? I could do it for you.
>
> janet
>
>Janet Swan Hill, Professor
>Associate Director for Technical Services
>University of Colorado Libraries, CB184
>Boulder, CO 80309
>[log in to unmask]
> *****
>Tradition is the handing-on of Fire, and not the worship of Ashes.
>- Gustav Mahler
>
>
>-----Original Message-----
>From: Discussion List for issues related to cataloging & metadata education
>& training [mailto:[log in to unmask]] On Behalf Of Suzanne Stauffer
>Sent: Thursday, November 29, 2007 6:54 AM
>To: [log in to unmask]
>Subject: Re: [eduCAT] Student use of discussion lists
>
>Cheryl,
>
>That is, as usual, a brilliant assignment, and I am going to borrow it for
>my advanced course. It's being taught online, and I've been searching for
>appropriate, meaningful weekly assignments that would foster communication.
>
>Suzanne
>Suzanne M. Stauffer, Ph.D.
>Assistant Professor
>School of Library and Information Science
>Louisiana State University
>275 Coates Hall
>Baton Rouge, LA 70803
>(225)578-1461
>Fax: (225)578-4581
>[log in to unmask]
>
>________________________________
>
>From: Discussion List for issues related to cataloging & metadata education
>& training on behalf of Cheryl Boettcher Tarsala
>Sent: Wed 11/28/2007 3:42 PM
>To: [log in to unmask]
>Subject: Re: [eduCAT] Student use of discussion lists
>
>
>
> I require that my beginning cataloging students subscribe to
>AUTOCAT and lurk. Over the past few years a few have (appropriately)
>responded to threads about distance education or cataloging courses
>or an area of their personal expertise. I too would be disturbed to
>find one of my students asking a very general question about MARC
>records that we should be dealing with in the discussion boards of
>our own course. As an instructor/subscriber, I would step in and
>answer any student query from my class. I think that there are people
>on every list who are willing to gently answer such queries, and that
>those who find them inappropriate should just ignore them or talk to
>the listowner to see if there would be gentle email to such posters
>discouraging it in the future, if it got out of hand. Under the old
>listownership, those kinds of student queries were probably censored,
>but I don't think that's in spirit of public discussion. As a
>cataloging instructor I always feel sorry for anyone on AUTOCAT who
>dares to ask these very basic questions--if only they had had a good
>cataloging course!
>
> What I hope (and know) that my students get from listening in to
>AUTOCAT is a sense of the contours of cataloging and its everyday
>issues. Each student is required to select a thread that interests
>them (I place absolutely no limits on this) and write a summary of
>its issues for posting on our student discussion boards where other
>students in the class can also read it. This gives them the
>opportunity for writing about a topic of interest without having to
>do a research paper; it gives them experience in managing and
>monitoring a high-traffic professional e-mail list (some students
>have never had to set up an e-mail filter); they're of necessity
>forced to listen in on several conversations before they find their
>topic; and they have to grapple with understanding terminology and
>issues to summarize the thread.
>
> I am amazed by the quality of work that's produced in these
>AUTOCAT reports, and I almost wish the students could post their
>summaries on AUTOCAT because it would so valuable to have a summary
>of points made so you don't have to go through so many messages in
>the archives to find out consensus or issues raised in a thread. ( I
>wouldn't do it; FERPA and protecting them from public tongue-lashings
>etc., if they editorialize about posters and the content of answers.
>BTW, they also are given the option of writing about AUTOCAT
>personalities ... ;-) )
>
> I'd be interested to know how widespread subscribing to AUTOCAT
>is used in cataloging courses; I know that I've been using it since
>the 1990s.
>
>Cheryl
>--
>Cheryl Boettcher Tarsala
>Adjunct Assistant Professor
>LEEP Program, Graduate School of Library and Information Science
>University of Illinois at Urbana-Champaign
>
>[log in to unmask]
>[log in to unmask]
>
>The views expressed here are my own and not those of UIUC or GSLIS.
--
Cheryl Boettcher Tarsala, Ph.D.
"I teach cataloging."
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