Having been a serious long term cataloguer and lecturer / trainer in the art and for the last ten years also taught "how to become an autonomous learner" - or study skills to undergraduate business studies students I am clear that this area is important and getting more important.
The level of unstructured simplistic optimism that students had about the quality of the random information they were able to generate from basic Google type searches was frightening. The vital importance of search skills, initially using structured environments like a Dewey Decimal library collection to build confidence in formulating topics noticing subject groupings and building both skill and confidence in the art of searching and then evaluating the results is vital.
For me this is far more than an academic specific skill - it is an ability that will condition the quality of the life choices they have because it is a key skill for individuals to practice when you are part of an increasingly confusing world.
I agree with Dawn!
Keith V Trickey
Lead Trainer for Sherrington Sanders
From: Dawn Loomis <[log in to unmask]>
To: [log in to unmask]
Sent: Wednesday, 29 May 2013, 23:41
Subject: Re: [eduCAT] No need to learn Organization of Information for School Media Program students
I would like to add to Suzanne's comments, that learning cataloging and the
organization of information teaches skills which are essential being able
to teach students how to research, because it improves the library
student's understanding of databases, and the makeup of its information.
Many of my former students did not want to learn cataloging, but many of
them were employees in school libraries and their comments after taking
cataloging was that learning how to catalog made them better at conducting
a reference interview, and teach other students how to conduct research.
On Wed, May 29, 2013 at 5:40 PM, Suzanne Stauffer <[log in to unmask]> wrote:
> 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.
> Associate Professor
> School of Library and Information Science
> Louisiana State University
> 277 Coates Hall
> Baton Rouge, LA 70803
> Fax: (225)578-4581
> [log in to unmask]
> 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?
> Thank you,