Hello!
I agree. I really like the thought of teaching both, but I think many of my students' heads would explode (mostly school librarians). And the thought of it really makes me tired! I teach fully online cataloging courses, and right now, I'm teaching AACR2 with a module on RDA. In fall 2013, my plan is to teach only RDA. I like the thought of adding an exercise or something that shows records in AACR2, though, so students know what the old records look like. I also like the "transitional cataloger" idea and I see the value in that. For my students, I think that would be more beneficial in Advanced Cataloging, where I get more students who actually want to be catalogers.
At least that's the plan today. :) Is anyone else worried about textbooks?
Gretchen
Gretchen L. Hoffman, Ph.D.
Assistant Professor
School of Library and Information Studies
Texas Woman's University
________________________________________
From: Discussion List for issues related to cataloging & metadata education & training [[log in to unmask]] on behalf of Allyson Carlyle [[log in to unmask]]
Sent: Thursday, November 29, 2012 3:59 PM
To: [log in to unmask]
Subject: Re: [eduCAT] To teach RDA or AACR2 or both to beginners?
Given that at the UW we are on the quarter system (10 weeks of class, 4 hours per week, 40 hours of class time - total), we can only teach one - I admire anyone who has the stamina to teach 2 in one academic term even if it is a 15 week semester.
A year ago at ALA there was much agreement among professionals I encountered, including one ALCTS committee/subcommittee (but of course I forget which one) as well as most of those present at a joint meeting of catalogers & cataloging instructors to prioritize RDA over AACR2 if you can only teach one, so that is what we are trying to do.
Allyson
Allyson Carlyle, Associate Professor
Information School, University of Washington
Seattle, WA 98195
-----Original Message-----
From: Discussion List for issues related to cataloging & metadata education & training [mailto:[log in to unmask]] On Behalf Of Gbala, Helen
Sent: Thursday, November 29, 2012 8:58 AM
To: [log in to unmask]
Subject: Re: [eduCAT] To teach RDA or AACR2 or both to beginners?
I teach in an LTA program and face many of the issues you do. I plan right now to teach in basics in AACR2.
Thanks for the head-up on videos being easier to catalog in RDA. I'm planning for my last two class sessions on RDA now with video examples.
Cheers,
______________________________________________
Helen E. Gbala
Adjunct Faculty - Library and Information Technology
630-773-8542 (home)
630-773-8542 (fax)
Supervisor Cataloging/Processing
College of DuPage Library
630-942-2663
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-----Original Message-----
From: Discussion List for issues related to cataloging & metadata education & training [mailto:[log in to unmask]] On Behalf Of Melissa Powell
Sent: Thursday, November 29, 2012 9:45 AM
To: [log in to unmask]
Subject: [eduCAT] To teach RDA or AACR2 or both to beginners?
Hi all-
I have a dilemma. I teach non-catalogers in small and rural libraries, many of whom don't have any library experience at all. I concentrate on the fundamentals and basics they need for copy cataloging and outsourcing, with the occasional original record a possibility. RDA is just another set of letters to them and usually their ILS isn't even working with RDA yet.
I am finding that RDA is better for many things, such as videos and electronic media, as well as having a much more logical and simpler approach to cataloging in general, at least for the levels they are working at.
Since they are beginners I am having a hard time deciding what to teach. Do I just stick with AACR2, even though RDA is on its way? Do I start teaching some RDA in with AACR2 so they can work with existing records yet be ready when they get RDA records? I really don't want to confuse them by teaching two different systems, however I also don't want them confused when they see RDA cataloging. Plus, those I have taught the RDA video cataloging too really pick it up fast. I think it is the focus on the work rather than the carrier. It gets them thinking more broadly. This population of students really does get bogged down in the little things, like punctuation, while ignoring the larger, like indicators, which is why I spend a lot of my time on the basic principles of why we organize information, controlled vocabulary, accurate titles, etc. The big picture helps them really understand the smaller components and ingrains the fact that they are not single entities. (This comes from years of migrating little libraries into consortial catalogs-the stories I could tell :P).
I am not creating catalogers on the level of large systems or universities.
I am creating folks who understand enough to know when they see something wrong in copy cataloging or with imported vendor records, who can create clean minimum records for items unique to their libraries, who can talk to their vendors and understand the answers, and who can work with other catalogers in shared catalogs or ILS'.
This is quite the conundrum! It is one thing for those familiar with cataloging to learn RDA, but it is a whole other thing to be working with brand new to cataloging accidental librarians.
Any advice would be appreciated. Thanks!
Melissa
Melissa M. Powell, MLIS
Instructor/ <http://biblioease.com/cataloging/> Cataloging Fundamentals
<http://www.biblioease.com/> www.biblioease.com
970-218-4753
Cataloging Education for the rest of us.
Shera's Two Laws of Cataloging: Law #1, No cataloger will accept the work of any other cataloger. Law #2: No cataloger will accept his/her own work six months after the cataloging. ~Jesse Shera, 1977
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