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Hello
Like Keith I mostly make up my own examples for cataloguing exercises
and assignments. I have also taken 'real' works and modified information
such as dates, etc. When I've done this I always been surprised at the
number of students who have headed for a terminal and have not picked up
changes I've made!
Regards
Chris

Christine Richardson
Graduate Coordinator / Lecturer
Department of Information Studies
School of Media, Culture and Creative Arts
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Curtin University of Technology
Phone: +61 8 9266 7631
Fax: +61 8 9266 3166
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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 Trickey, Keith
Sent: Thursday, 9 April 2009 3:45 AM
To: [log in to unmask]
Subject: Re: [eduCAT] Final exam for LS 506

Hello Buzz
I confronted this one several years ago when I realised that if I was a
student given a cataloguing exercise to do - I would head for the
nearest terminal and check out a quality catalogue and download the
requsite record - add one or two minor errors (if required) and task
completed! 
 
The way I get round this is to create the title pages and all the
appropriate details - plus extra non-essential details for the students
to sift throough and select from when cataloguing. This allows me to
include appropriate detailing and levels of complexity in say the
classification that neatly differntiates the hard core cataloguiers from
the tourists.
 
When you construct the examples yourself you can include the detailing
you require inthe limited number of examples that form the test pieces.
Sadly I also enjoy the playful process of item creation.
 
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 Buzz Haughton
Sent: Wed 4/8/2009 5:22 PM
To: [log in to unmask]
Subject: [eduCAT] Final exam for LS 506



Greetings, all!

I'm a long-time cataloger at UC Davis (since 1980). I was asked by
Elizabeth
Aversa, dean of the School of Library and Information Studies at the U
of
AL, to teach an online elective class in cataloging and classification
for
the spring semester. I began in early January, and the semester will
conclude at the end of this month.

60 percent of the students' grade will come from their performance on
the
final exam. I plan to scan a minimum of ten and a maximum of twenty
title
pages, covers, containers, etc. of various formats (books, serials, CDs,
videos, DVDs, software) and ask the students to catalog at least ten to
the
test account SLIS has in OCLC Connexion.

My problems are these: first, at least eighty percent of the cataloging
I do
consists of originals, and at least eight percent of that isn't in
English.
When I queried my students about their comfort level working with
non-English-language materials, most said okay so long as it is in
standard
western European languages, but a few insisted they would not want to do
non-English.

My second problem is that it's going to be difficult to find materials,
particularly in English, that don't already have copy. I'm not sure if I
should trust my students not to peek. ;-) A cataloger friend thinks I
should
comb Connexion for old copy (i.e. pre-AACR2), so that the descriptive
cataloging, at least, would need retrofitting according to what I've
taught
them.

I've posed these two questions to Dr. Aversa and Dr. Steven MacCall, a
professor at SLIS. Dr. Aversa hasn't responded yet; Dr. MacCall thinks I
shouldn't hesitate to give my students non-English things to catalog.

Do any of you have opinions you'd like to share with me?

Buzz Haughton
100 N West Quad
Davis CA 95616-5292
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