This relates to reading levels rather than bookstore modal but I'd like to add that the AASL has a position statement about Labeling Books with Reading Levels http://www.ala.org/aasl/advocacy/resources/position-statements/labeling
Which seems to suggest that school librarians need to understand issues of organization of information in order to make evaluations on the way things are done in their school system and/or to provide feedback when changes to organization are proposed
Cataloguing & Metadata Librarian
University of Waterloo Library
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From: Discussion List for issues related to cataloging & metadata education & training [mailto:[log in to unmask]] On Behalf Of Suzanne Stauffer
Sent: Wednesday, May 29, 2013 5:40 PM
To: [log in to unmask]
Subject: Re: [eduCAT] No need to learn Organization of Information for School Media Program students
Our MLIS requires an organization of information course of all students -- either cataloging, indexing & abstracting, or EDAM. School library students take cataloging, unless their advisor agrees to indexing & abstracting. I teach school library students every semester in cataloging, so I have some familiarity with this issue.
My response would be :
1. What evidence does she have that all schools are using the "bookstore model?" I have not seen it. All of the schools of which I am aware in Louisiana are using DDC.
In any case, children need to learn the DDC in order to be able to use their high school library, the public library, and to transition into their college or university library. If they move from one state to another, they need to have learned DDC in order to use the library at their new school.
2. School librarians need to know enough to know whether the records they are receiving are correct and to modify records as needed for local use.
Cataloging for all materials is not available from a vendor. Many school librarians here in Louisiana report to me that they are responsible for cataloging state department of education materials, including curricula.
3. These students will be severely limited in their careers without cataloging. Not only will they find it hard to move out of school libraries or to move to a school library in another state, they also will not be able to move into certain positions within the school district. At least two students who graduated from our program in school libraries went on to serve as catalogers for their school districts. They handle the state documents, state DOE materials, and other materials for which cataloging is not available from a vendor.
Suzanne M. Stauffer, Ph.D.
School of Library and Information Science Louisiana State University
277 Coates Hall
Baton Rouge, LA 70803
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Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information?
--T.S. Eliot, "Choruses from The Rock"
From: Yan Ma [[log in to unmask]]
Sent: Wednesday, May 29, 2013 6:21 AM
To: Discussion List for issues related to cataloging & metadata education & training; Allyson Carlyle
Cc: [log in to unmask]; Suzanne Stauffer; Melissa M. Powell, MLIS; Diane Hillmann; Nerissa Lindsey; Christine Schwartz
Subject: No need to learn Organization of Information for School Media Program students
Dear Allyson and other Colleagues,
I have received strong feedback from School Media Program Coordinator to eliminate any courses on organization of information for students pursuing school media track. Students in this track will be exempted from taking any required course in organization of information. The reasons are:
1. School use Bookstore Models to organize information. No need to learn DDC or LC.
2. School libraries buy records from vendors such as Follett. There is no need to learn AACR2, MARC, RDA, etc.
How does your LIS education work to prepare students in pursing school media track?
If you were in our school, how would you best respond to such feedback?