Me again.
I think we are heading towards the "pay dirt". For me there is an essential conflict between the requirements of the academic curriculum and the professional work place "able to function" imperative. A phrase that used to be familiar in the UK to describe a range of post graduate professional courses was "post graduate in time but not necessarily postgraduate in nature".

The consequence of taking the academic high ground is we may engage students in a series of academically viable rituals that satisfy our narrow academic requirements yet prepare them poorly for the place of work and level of work they move into when they leave us.

This raises a series of interesting questions about "life long learning" and CPD (continuing professional development) as vital elements in the professional tool kit.

Enjoying the posts!

Best wishes


> -----Original Message-----
> From: Discussion List for issues related to cataloging & metadata
> education & training [mailto:[log in to unmask]]On Behalf Of James
> Maccaferri
> Sent: 15 June 2006 10:56
> To: [log in to unmask]
> Subject: Re: On My Mind (AL, June/July issue)
> Managing cataloging has a place in LIS curricula, but I do 
> not think it 
> is in the introductory cataloging/organization of information course. 
> Not all students will be managing cataloging operations, but they 
> should have a fundamental knowledge of how information is organized, 
> both generally and in libraries specifically. While some aspects of 
> production-line cataloging inevitably come up in any discussion of 
> cataloging, this topic has more to do with management theory than 
> cataloging theory. I like the idea of treating it fully in a 
> management 
> course, preferably one focused on technical and access services.
> James Maccaferri
> Clarion University of Pennsylvania
> Cheryl Boettcher Tarsala wrote:
> >Diane--
> >    I tell my students that cataloging is like shop class where they 
> >are making a beautiful paper towel holder for their moms as a way to 
> >learn how to safely use cataloging tools (without accidentally 
> >sticking a MARC indicator in an eye), but that real life cataloging 
> >today is more like an industrial process than the craft of previous 
> >times.
> >
> >Beyond the things one learns by actually wielding the tools, do you 
> >think that the industrial aspects of cataloging should have a more 
> >prominent place in the standard cataloging course? They are 
> certainly 
> >less amenable to workshop learning and more in the 
> >managerial/theoretical mode that has been proposed as the proper 
> >level for master's courses.
> >
> >Does anyone think that someone like Arthus Marx would have come out 
> >of the one cataloging course less overwhelmed if there were more 
> >emphasis on catalog management or database-level decision-making? Or 
> >is that the province of an IR or DL or web design course and 
> >cataloging shouldn't touch it?
> >
> >(Note that I am asking this question fully aware of Arlene Taylor's 
> >comments about the overstuffed cataloging course. I have no 
> idea what 
> >could be jettisoned to make any new aspect of cataloging fit.)
> >
> >Cheryl
> >
> >
> >
> >Diane Hillman wrote:
> >
> >>
> >>I think the other important reason for this kind of shift is that 
> >>increasingly cataloging is not being done by professional 
> >>librarians, but by staff trained in the mechanics, not the theory. 
> >>The materials developed by the PCC and others are not necessarily 
> >>designed just for librarians and don't generally rely on a good 
> >>theoretical background to be useful--more a "rules and tools" 
> >>approach.
> >>
> >>What I see happening is that even well-trained and experienced 
> >>cataloging professionals are doing less cataloging, and more 
> >>training, reviewing and management of increasingly complex 
> >>cataloging operations, where "handmade" cataloging must play well 
> >>with "industrial" cataloging from vendors and others. The people 
> >>with the understanding of I and retrieval gradually seem to get 
> >>involved in project planning, web design, and other activities for 
> >>which cataloging training is amazingly useful, but it cuts into the 
> >>portion of their time when they're actually cataloging.
> >>
> >>
> >>*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*
> >
> >
> >-- 
> >Cheryl Boettcher Tarsala
> >Adjunct Assistant Professor
> >LEEP Program, Graduate School of Library and Information Science
> >University of Illinois at Urbana-Champaign
> >
> >[log in to unmask]
> >[log in to unmask]
> >
> >The views expressed here are my own and not those of UIUC or GSLIS.
> >