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I'm afraid that I fall into this category as well. I have one semester to teach the basics of cataloging and classification to students who are preparing to be school library media specialists, academic reference librarians, children's librarians, and special librarians. At the most, three students out of 30 have any interest in cataloging as a career. 
 
Right now, it is all I can do to teach them what they need to know today, even in the advanced cataloging class. I also wonder how relevant FRBR will ever be to the average school library media center or children's collection in a public library or other small, focused collection that does not need or want to represent their works in that level of complexity. I worry that, by making cataloging ever more complex in response to the changing universe of information, we are making it less and less relevant to the average librarian in the average public or school library. Will they reject RDA and FRBR and turn to the simpler (and more simplistic) "bookstore" model?
 
Just as we continue to teach and use a variety of classification schemes and subject headings/thesauri in order to meet the needs of different collections and users, should we be considering teaching and using different versions of the same cataloging standard for the same reason?
 
Suzanne M. Stauffer, Ph.D.
Assistant Professor
School of Library and Information Science
Louisiana State University
275 Coates Hall
Baton Rouge, LA 70803
(225)578-1461
Fax: (225)578-4581
[log in to unmask]

________________________________

From: Discussion List for issues related to cataloging & metadata education & training on behalf of Trickey, Keith
Sent: Sat 1/10/2009 1:39 AM
To: [log in to unmask]
Subject: Re: [eduCAT] incorporating RDA into a Cataloging and Classification class



Hello Guys
Sitting "the other side of the pond" I find the debate here interesting - on our Masters programme I teach the cat & class module - single semseter module - one of four modules for the full time students. I envy the clear expanses of time you have at your diposal. I teach a very lean module which is focused out of my professional training work. The consequence of this is it is very much practice based and no frills. So, for example,  I was slow to convert to MARC 21 as predominantly UK libraries were still on UKMARC etc.

As for RDA - when it becomes the "gold standard" for the major bibliographic utilities I will start to incoporate it in a practical way - I will not respond to the hype of "brave new world"  of FRBR until the RDA version is proved not to have feet of clay and is widely adopted in practice.

I appreciate it is the next new thing in the bibliographic universe - but tend to listen to Michael Gorman when it comes to these concerns.

FRBR and RDA - are cute but may not actually be the answer or the future

Best wishes to all who attend the session at ALA - will join you one day!

Best wishes

Keith
Keith V. Trickey
Senior Lecturer
Liverpool Business School
Liverpool John Moores University

________________________________

From: Discussion List for issues related to cataloging & metadata education & training on behalf of Arlene Taylor
Sent: Fri 1/9/2009 10:02 PM
To: [log in to unmask]
Subject: Re: [eduCAT] incorporating RDA into a Cataloging and Classification class



Going from AACR1 to AACR2 was overwhelming enough, but it was not like
this is going to be.  It was more incremental.  We got "Chapter 6" first,
which was the new description according to ISBD with the new punctuation,
etc.  When AACR2 came out, the description was pretty much the same as the
"Chapter 6" that had been re-done for AACR1.  So teaching AACR2 then
became a matter of dealing with the changes to formulating headings for
names (personal, corporate, geographic) and uniform titles (especially for
serials).  I wonder if there is any way to do RDA "incrementally"?

--Arlene

On Fri, 9 Jan 2009, Frances, Melodie wrote:

> I have been wondering the exact same thing - my insitution wants me to
> incorporate frbr into my class which is easy enough to do, but an
> entirely new code (especially one that isn't even done yet) seems
> overwhelming - what we have to cover is already more than one can do in
> a semester - adding this seems insane - does anyone have experience with
> going from aacr1 to aacr2? I also feel that SOMETHING needs to be said -
> maybe a one night lecture comparing the two?
>
> Thanks for asking this question - I have been floundering with it.
>
> Melodie Frances
>
>
> -----Original Message-----
> From: Discussion List for issues related to cataloging & metadata education & training on behalf of Normore, Lorraine
> Sent: Fri 1/9/2009 12:38 PM
> To: [log in to unmask]
> Subject: [eduCAT] incorporating RDA into a Cataloging and Classification class
>
> I've been thinking about what my incoming cataloging class needs to be
> told about RDA and how to incorporate RDA concepts into the class.  Last
> year, I provided some small amounts of information about the history and
> background for RDA but didn't try to have them explicitly explore
> cataloging issues under RDA (vs. cataloging under AACR2R).  I'm trying
> to figure out if I should go further, given the current state of RDA.
> I'd very much appreciate finding out what others are doing.
>
>
>
> Thanks in advance,
>
>
>
> Lorraine Normore
>
> Assistant Professor
>
> School of Information Sciences
>
> University of Tennessee
>
>
>
>