**Apologies if this posts twice**

Last Summer I taught an experimental course entitled "Introduction to RDA"
just to see how it would go. It was interesting--very short, only 5 weeks,
so we didn't get too deeply into anything. I had them catalog with both
AACR2 and RDA, also study FRBR and FRAD. There is plenty of interest--many
of my students are focusing on RDA, FRBR and FRAD for their research papers. 

We are slowly integrating more RDA into the syllabi for both the beginning
and advanced cataloging courses, but the main emphasis is still on AACR2.
When we get a complete RDA then I will address it more directly and fully
but keep up with the AACR2. I really don't think it is a matter of learning
any one set of rules--rather, students should be taught the fundamentals of
information organization and how to move between any number of content

As well, It's important to educate new catalogers in such a way to ensure
they have a competitive advantage in the job marketplace. These are the
people who can help the libraries make the transition. They should also be
encouraged to document and publish their experiences and ideas as the
transition unfolds. 

Shawne D. Miksa, Ph.D.
Associate Professor
Department of Library and Information Sciences
College of Information
University of North Texas
email: [log in to unmask]
office 940-565-3560 fax 940-565-3101