I think this follows on points made by both Diane and Nerissa regarding putting the whole package together for a rounded education -- whether it is the doing/practical or the theoretical/conceptual. This calls for us to look at the courses we teach as a whole to determine how they fit together and provide a pathway for students interested in technical services in the broad sense. To that end, we should be examining:
1. How does the beginning cataloging course dovetail with a second level cataloging course?
2. Do we offer seminars in cataloging that focus on broader concepts of cataloging and problematic areas?
3. How and where are we incorporating encoding schema in an analytical sense (e.g. is MARC sustainable in the future? Why/why not?).
4. If MARC isn't the answer, what is taking its place and how do we position our students for that? Does the GSLIS program itself offer courses in, say, XML? Do we partner with other departments in our institutions?
5. How do other information communities use library metadata and if they don't what can we do to make it more accessible?
6. How do we position ourselves so we are active participants in the world information community at large? How do we spin our message about the value of what we do in terms of emphasizing its importance?
True, we need to start in the classroom but we also need to look beyond that.
Marjorie E. Bloss, Lecturer
Graduate School of Library & Information Science
7900 West Division Street
River Forest, IL 60305
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"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 Nerissa Lindsey
Sent: Mon 2/14/2011 11:43 AM
To: [log in to unmask]
Subject: [eduCAT] Great discussion
I am glad to hear about all the different ways RDA is being incorporated in
some of the curriculum at different institutions. Perhaps my post was
jumping the gun a bit : ). Also, I apologize to Diane for not being specific
enough about what her course was about. The reason I felt her course was so
important was because we weren't focused on the rules but on the potential
for RDA as data as she highlighted. Allyson also made a great point about
teaching students how to think about cataloging. When I heard about RDA not
being taught, I wasn't thinking "oh no, the students wont learn the rules
for creating a 337 MARC field" or anything like that. However, on the
practical side of learning the RDA as rules, I didn't apply for a single
cataloging job after graduation that didn't want me to know at least the
basics of RDA as rules. Admittedly, I only applied for jobs at academic
libraries. Most of the jobs I applied for didn't require that I know
anything about RDF or XML or other metadata schemas outside of MARC, but I
think it is going to be important for future catalogers to walk in both
worlds. I am seeing fewer positions posted for 'catalog librarians' and more
for 'metadata librarians'. They are often being used interchangeably. At the
end of the day, I think teaching students how to think about cataloging and
how to think about data and how it can be structured it for better re-use
outside the library is going to go a lot further than teaching two sets of
rules. It sounds like everyone who has posted on this topic are taking many
great strides in accomplishing this : ).