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Yes, we use Cataloger's Desktop in our classes. The document is over-whelming to students but has such a comprehensive offering of resources that teaching them how to access specific documents within it is worth the effort. We discontinued using the print version of AACR2r about two years ago.

Sylvia D. Hall-Ellis, Ph.D.
Associate Professor
Library and Information Science Program
Morgridge College of Education
University of Denver
2450 S. Vine St., JMAC #122
Denver, Colorado 80208
303-871-7881 - voice
303-871-2709 - FAX

----- Original Message -----
From: "Bloss, Marjorie" <[log in to unmask]>
Date: Wednesday, May 20, 2009 11:54 am
Subject: Re: [eduCAT] Textbooks and Course Papers
To: [log in to unmask]


> Greetings, all.
>   
>  I was wondering if any of you have your "organization of 
> information/knowledge" students (the ones where AACR2 is first 
> introduced) using the Catalogers' Desktop/online version rather than 
> the print?  How successful do you find this?  Are the students even 
> more overwhelmed by the online than they are the print?
>   
>  Cordially,
>   
>  Marjorie
>   
>  Marjorie E. Bloss, Lecturer
>  Graduate School of Library & Information Science
>  Dominican University
>  7900 West Division Street
>  River Forest, IL  60305
>  708-524-6468 (voice)
>  708-524-6657 (fax)
>  [log in to unmask]
>  "A great teacher is a tough guy who cares deeply about something that 
> is hard to understand."  Norman Maclean
>   
>  
>  ________________________________
>  
>  From: Discussion List for issues related to cataloging & metadata 
> education & training on behalf of Sylvia Hall-Ellis
>  Sent: Wed 5/20/2009 11:21 AM
>  To: [log in to unmask]
>  Subject: Re: [eduCAT] Textbooks and Course Papers
>  
>  
>  
>  Dear Colleagues,
>  
>  Here at the University of Denver the knowledge organization course is 
> a foundations course that includes concepts for cataloging. For the 
> Organization of Information course, I use the Taylor book. There is a 
> great deal of additional material in virtual course packets for 
> students to go along with the text. These supplementary materials 
> enable the course to include emerging topics along with the more 
> traditional areas.
>  
>  For the first cataloging class (required for all of our students), I 
> use these books:
>  * Hall-Ellis, Sylvia D. with J. Ann Jerabek and Merrie W. Valliant. 
> Contemporary Cataloging: A Handbook for Practitioners and Students. 
> (in press - required)
>  *Anglo American Cataloguing Rules. 2nd ed., 2003 rev. with 2004 & 
> 2005 amendments. Chicago, Ill.: American Library Association, 
> 2002-2007. (electronic access -- highly recommended)
>  * Chan, Lois Mai. Cataloging and Classification: An Introduction. 3rd 
> ed. Lanham, Md.: Scarecrow Press,   2007. (recommended)
>  * Taylor, Arlene G. Wynar's Introduction to Cataloging and 
> Classification. 10th ed., rev. Westport, Conn.: Libraries Unlimited, 
> 2006. (optional)
>  
>  Because we have a suite of cataloging courses (in a sequence called 
> Resource Description and Access), students who are interested in this 
> part of the professional take up to five additional courses. If 
> information about these courses or the materials that I use is of 
> interest, let me know.
>  
>  Assignments for the introductory cataloging course include the following:
>  *Tools & Standards -- short answer and brief essay
>  *Authority Control -- short exercise using authority files on the 
> OCLC and LC websites to identify and apply records
>  * MARC 21 Formats -- brief essay and electronic worksheets use of the 
> formats for monographs to identify the relationships between rules in 
> AACR2r and MARC fields/subfields, etc.
>  * Subject Access -- use of monographs, DVDs, and electronic resources 
> to complete an electronic worksheet to use LCSH (print and/or online)
>  * Library of Congress Classification -- short exercise using 
> Classification Web to identify, construct, and class notations
>  * Dewey Decimal Classification -- -- short exercise using Web Dewey 
> to identify, construct, and class notations
>  * Monographs Format -- preparation of MARC records (level II) for 
> selected materials
>  * Projected Graphics Format -- preparation of MARC records (level II) 
> for selected materials
>  * Electronic Materials Format -- preparation of MARC records (level 
> II) for selected materials
>  
>  There are no written papers (essays, research papers, or the like) 
> because I do not see cataloging as a writing intensive course. The 
> assignments are structured according to the mental models strategy for 
> teaching adults.
>  
>  Sylvia
>  
>  Sylvia D. Hall-Ellis, Ph.D.
>  Associate Professor
>  Library and Information Science Program
>  Morgridge College of Education
>  University of Denver
>  2450 S. Vine St., JMAC #122
>  Denver, Colorado 80208
>  303-871-7881 - voice
>  303-871-2709 - FAX
>  
>  ----- Original Message -----
>  From: Susan Ketcham <[log in to unmask]>
>  Date: Tuesday, May 19, 2009 2:48 pm
>  Subject: [eduCAT] Textbooks and Course Papers
>  To: [log in to unmask]
>  
>  
>  > Hello All,
>  >  Now that the spring semester is over its time for me to review my
>  > course syllabus for the Knowledge Organization course I teach during
>  > the fall semester and I would like to ask your thoughts on these 
> two questions:
>  > 
>  >  1. Which textbook are you using? I have used The Organization of
>  > Information/ArleneTaylor (2nd ed.) and Essential Cataloguing/J H Bauman.
>  >  Like many of you my course is mix of cataloging in Dewey and LC, 
>  > metadata, FRBR, RDA ....
>  > 
>  >  2. If you assign papers, what are the topics they can choose from? 
> --
>  > I like to give my students a few choices
>  >  
>  >  Thanks in advance.
>  >  Sue
>  > 
>  > 
>  >  Susan Ketcham, Professor
>  >  Reference Services (former Cataloger)
>  >  LIU Brentwood Campus
>  >  100 Second Avenue
>  >  Brentwood, NY 11717-5300
>  >  631.273.5112 X35
>  >  [log in to unmask]
>  >   
>  > 
>