I was teaching during the AACR1 - AACR2 transition. This transition is
different from now in that with AACR2, the presentation of data did not
change (i.e., everyone was still going to use ISBD for the way it would
look). The content of the elements changed some, and the rules for
constructing the forms of some names and titles changed a lot. So it was
possible to keep teaching the same way and just explain the different
content and name forms.
A better comparison might be when ISBD began to be used for AACR1
presentation (i.e., the separate publication of AACR1, Chapter 6, for
monographs). At that time serials (and other formats) were to continue to
be punctuated the old way, and monographs were to use ISBD order of
elements and ISBD punctuation. Libraries switched over at different
rates. A number of heads of cataloging insisted that copy catalogers had
to make corrections to old records using old rules for order and
punctuation and make corrections to new records using ISBD. This was
extremely difficult to teach. It was one thing for people who had been
doing it the old way for years to remember which way was old and which was
new. But for someone learning it all for the first time, it was virtually
impossible to keep them straght in their minds. And students were
supposed to learn the old punctuation for anything other than monographs.
I tried to teach both for a couple of years, but finally I just taught
ISBD and hoped that the students who would have jobs that required old
punctuation would be able to learn that on the job.
If you have not seen it, a very good presentation on RDA implementation by
Chamya P. Kincy and Luis H. Mendes may be found at:
Don't know if this is helpful, but I hope so.
On Sat, November 28, 2009 4:54 pm, Bloss, Marjorie wrote:
> Greetings, all.
> I confess I'm holding off really teaching RDA until it's available simply
> because RDA will be so different as an online tool than it is in the final
> draft print version. Which doesn't mean to say that I'm not giving
> students a healthy dose of FRBR/FRAD and summarizing what RDA will look
> like (compared with AACR2) and what's going to change (to include changes
> in MARC).
> There are some who have worked up some records using RDA and have
> generously made them available (as well as workflows). I certainly
> intend to have my class look at these and compare them with AACR2 but, as
> I said, I'm holding off immersing students in RDA until it is available
> (The three implementation scenarios are also an excellent discussion tool
> and underscore the importance of getting ILS vendors on board with
> designing relational databases.)
> Additionally, I don't think we'll really be able to drop AACR2 completely
> (at least for some time) simply because there are so many millions of
> records "out there" that are based on it. Furthermore, ISBD (both
> punctuation and order of areas and elements) is still an option with RDA
> and is convenient to use under certain circumstances.
> Marjorie E. Bloss, Lecturer
> Graduate School of Library & Information Science
> Dominican University
> 7900 West Division Street
> River Forest, IL 60305
> 708-524-6468 (voice)
> 708-524-6657 (fax)
> [log in to unmask]
> "A great teacher is a tough guy who cares deeply about something that is
> hard to understand." Norman Maclean
> From: Discussion List for issues related to cataloging & metadata
> education & training on behalf of Frances, Melodie
> Sent: Sat 11/28/2009 1:26 PM
> To: [log in to unmask]
> Subject: [eduCAT] TEACHING RDA
> 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