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How do you manage to do both? I barely manage to teach them to stumble through AACR2. 
 
We require cataloging of most students' archives students take EDAM and the info sci students take indexing. This semester, I have 30 students; that's a bit higher than normal, but I usually have 20-25. Most of them are only taking the course because it's required. Getting them to think about the bibliographic universe at all is a challenge. If I try to teach them 2 different standards at the same time, I seriously expect both mutiny and despair.
 
And how are you providing access to RDA? I simply cannot justify requiring students to fork over $100 for AACR2 and another $150 for RDA. 
 
 
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 
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Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information? 
--T.S. Eliot, "Choruses from The Rock" 

________________________________

From: Discussion List for issues related to cataloging & metadata education & training on behalf of Bloss, Marjorie
Sent: Thu 2/10/2011 5:14 PM
To: [log in to unmask]
Subject: Re: [eduCAT] Discussion of cataloguing education and RDA



I'd like to point out that while I emphasized what we are doing with RDA, there is no way we can ignore AACR2 -- even if RDA is adopted.  There are simply too many AACR2 records in existence to be able to ignore them or the rules used in their creation.  More than that, there are simply too many sound cataloging principles in AACR2 to be forgotten. 

For a while there is no question that we will have to include both sets of rules in our courses.  (Barbara Albee asked this question at one of the ALA sessions on RDA at ALA Mid-winter and there was general agreement the we would need to include both.)  I see this being done on a sliding scale.  Initially, it may be 50/50 AACR2 to RDA but as time goes on, it will become more 40/60 and then 30/70, etc. as RDA becomes more the norm.  Yes, I realize that I'm anticipating RDA's adoption.  But, as I said in my response to Nerissa, even if RDA isn't adopted, providing students with a different way of looking the bibliographic universe broadens their outlook and that should be part of what graduate school is all about.

Please keep us posted with UIUC's plans, Kathryn.  There's no question we're at the learning stage and the more information we can share, the better and easier the task will be.

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)
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"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 Kathryn La Barre
Sent: Thu 2/10/2011 12:23 PM
To: [log in to unmask]
Subject: [eduCAT] Discussion of cataloguing education and RDA



Greetings. Just a heads up about an interesting thread on RDA-L presently
about the teaching of RDA in LIS schools. (Reposting one message with
permission)

GSLIS@UIUC is planning an educator's summit (for all instructors at our
institution) in March to make plans for teaching RDA at GSLIS, and for a
full discussion of the current curriculum. Marjorie Bloss has told us (on
the RDA-L) about what Dominican has been doing. I'd love to hear from more
of you about your plans to incorporate RDA, and how you envision your
beginning and advanced cataloguing courses. I'm hoping Nerissa joins in the
discussion here as well.

repost:
I felt like I had to give my two-cents about teaching RDA at MLS/MLIS
programs:

It is interesting to hear that RDA isn't being taught yet at many of these
programs. I personally think that this is unfortunate, because even if RDA
is not adopted I think all cataloging students should at least be learning
the fundamentals so they know why it is even being considered as a
replacement for AACR2. I can understand why people who have worked in the
field for many years are 'tired' as Mr. Weinheimer has mentioned. However,
graduates from MLS/MLIS programs are going to be shaping the futures of
cataloging/metadata departments of all kinds, and I think that educating
them in RDA is just as important as teaching AACR2. I just finished my MLIS
in June '10 from the University of Washington, and last spring they offered
a course called RDA and Metadata taught by Diane Hillman. I gained a lot of
insight from auditing this course that I wouldn't have otherwise if I stuck
with just the regular cataloging courses. I see a trend across libraries at
least in the US where cataloging departments are changing their names to
things like cataloging and metadata department or just metadata services. I
even applied for a position with the title: Resource Description and Access
manager after I had graduated. I have heard stories about libraries who are
hiring metadata librarians and not planning on replacing their catalogers
when they retire. I do not feel qualified to state whether I think RDA is
the best option or not, but I do know that any student hoping to make it in
this field after they graduate better have at least a solid educational
foundation about RDA.


Nerissa

Cataloging Librarian
Texas A&M International University


--
Kathryn La Barre
Assistant Professor
Graduate School of Library and Information Science
University of Illinois at Urbana-Champaign