This would also fit in well with starting with Cutter's principles of a dictionary catalog and then going to FRBR -- that there is a continuity here. The other thing that I find fascinating is that our library pioneers/ancestors have wanted to do what we're now able to do (thanks to automation) -- namely really demonstrate the relationship of one work to another or one person to another.
This sort of ties into my previous example of Voltaire's Candide and Leonard Bernstein's Candide -- to show there is a relationship here.
Now if we can get the ILS vendors to move forward with this... (Yes, I know. Some of them already have.)
Marjorie E. Bloss, Lecturer
Graduate School of Library & Information Science
7900 West Division Street
River Forest, IL 60305
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From: Discussion List for issues related to cataloging & metadata education & training on behalf of Jennifer Parsons
Sent: Sat 1/10/2009 9:11 AM
To: [log in to unmask]
Subject: Re: [eduCAT] incorporating RDA into a Cataloging and Classification class
Well...I have a crazy idea, everyone. Disclaimer: I'm a wet-behind-the-ears
LIS school graduate; I have very little cataloging experience compared to
everyone else on this board.
Why not reverse the order when teaching coding to a Cataloging class-- that
is, why not teach RDA, and then AACR2? Or, better yet, why not start from a
very general, basic concept of what coding is for, and then lead on into a
comparison of the two? If students can grasp why these two standards exist
to begin with (i.e., to minimize differences between records and make them
easier to find across platforms), it will be easier for them to grasp
had to be made from one standard to the other. By pointing out the concepts
behind the change and the function of both sets, the large, contrasting
differences between RDA and AACR2 will help students learn how to display
their cataloging information, rather than providing confusion.