The following is copied (with some edits) from a response I sent a
colleague on this matter.
I don't plan to teach RDA until there is some agreement on a
practical, more or less standard, implementation for me to teach.
(WWLCD?) That said, I do currently:
- cover FRBR and friends
- discuss the fact that RDA is coming, and the major changes made in
RDA (structure of rules, ISBD not mandated, audience/goals, etc)
- in covering AACR2, point out places to expect big changes when RDA
- make available current resources on the status of RDA and how
different people/institutions are imagining it will be implemented
- point out the new MARC fields
Some students are irritated that they have to learn the old way when
there's a new standard looming. I tell them: If I taught you how to
catalog using RDA now, there is no guarantee that what you learned
here would be implemented as standard practice in libraries. It is
better to learn how cataloging is actually being done, rather than how
it *might* be done.
I also tell them: In learning to use AACR2, you are learning how to
learn RDA when it is released and implemented. Further, RDA isn't
going to snap into place and obviate knowledge of AACR2. Not knowing
AACR2 will put you at a disadvantage in the profession when there is
no accepted library practice for cataloging with RDA. Catalogers old
and new will be learning to use RDA when it finally comes out. Until
then, it is good enough to learn *about* RDA.
Also dreading revising her course materials,
>> I know we have talked about this theoretically, but I would be interested
>> to know if anyone has started making practical plans for the teaching of
>> RDA. It seems a little bit nightmarish logistically speaking - did anyone
>> on this list go through the AACR1 - AACR2 transition teaching wise?
>> We have been thinking of starting with a seminar on RDA (while continuing
>> to teach AACR2 in the cataloging class). But I'm wondering at what point
>> we should stop teaching AACR2 - should we teach BOTH for a while (which
>> seems like too much for one class) - should we just make a clean break?
>> Will employers want new graduates to know RDA and / or AACR2?
>> I know that the testing will go on for a year - do we wait until after
>> that to teach it? Do we have a time gap where we teach neither?
>> Sorry my questions are kind of random - I'm just perplexed on how to go
>> about this - and also somewhat dreading having to redo my entire class
>> Melodie Frances
Kristina M. Spurgin
PhD student - Teaching assistant
School of Information & Library Science - UNC Chapel Hill
CB#3360, 100 Manning Hall - Chapel Hill, NC 27599-3360
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