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EDUCAT  December 2007

EDUCAT December 2007

Subject:

remove me

From:

rhonda <[log in to unmask]>

Reply-To:

Discussion List for issues related to cataloging & metadata education & training <[log in to unmask]>

Date:

Sat, 1 Dec 2007 22:04:40 -0500

Content-Type:

text/plain

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Parts/Attachments

text/plain (168 lines)

On Thu, 29 Nov 2007 15:53:37 -0800, david christensen wrote
> --- Janet Hill <[log in to unmask]> wrote:
> 
> > 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.
> >
> 
>      
____________________________________________________________________________________
> Never miss a thing.  Make Yahoo your home page. 
> http://www.yahoo.com/r/hs

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