The idea for this study arose from the desire to understand the realities of the everyday operations of a cataloging department and how those realities intersect with the state of cataloging practice and education as it is reported in the library and information science literature. It comes also from an educator’s need to prepare new catalogers for real-time cataloging, but who is continually frustrated when faced with the inability to send both local and distance students to their own local libraries to observe or even borrow cataloging tools. With the demand of web-based cataloging courses on the rise, the ability to supplement course materials with hands-on experiences is critical to the success of both the student and instructor.
As mentioned above, the issues surrounding cataloging in all types of libraries has been the subject of countless articles in the library and information science arena. However, an extensive review of publications from a variety of library and information science publications, in particular publications centered on bibliographic control and technical services, has not revealed a study such as the one proposed here, that is, one that focuses solely on the extent and utilization of tools and resources in a technical service department (core sources of this review have been Weiss & Cartens, 2001; and Kim, 2003).
There have been surveys that hint at these categories, such as the study commissioned by OCLC to assess “interest and needs for education and training of library workers and how widely these needs vary worldwide” (Wilkie & Strouse, 2003). Data were collected using categories such as information sources or tools, library standards or practices, professional publications or professional associations, etc. These are vague categories, at best, and do not shed much light on the types of tools and resources about which librarians worldwide would like to attain more skills and knowledge.
The Cataloging Policy and Support Office at the Library of Congress has a list of cataloging tools and documentation but there is no indication of how comprehensive the list is, nor does the list categorize tools via the two fundamental areas of subject cataloging and descriptive cataloging. The LC Cataloging Distribution Service offers a comprehensive resource for cataloging tools, but again, gives no real indication of how many or which tools a typical library should acquire. The ALA’s Association of Library Collections and Technical Services (ALCTS) offers a variety of discussion groups and publications on issues surrounding library cataloging practice and education, but does not specifically address what tools and resources should be directly accessible to, or in direct possession of, a cataloger.
Intner and Hill have edited several valuable books on cataloging education and the profession as a whole (see Intner & Hill, 1989; Intner & Hill, 1991; Hill, 2002) in which information organization experts have offered opinions and studies on how to keep professionals from lowering their standards or becoming overwhelmed by the complexity of information objects, standards and metadata schemes, etc. In particular, Joudrey (2002) offers a survey of bibliographic courses in 48 library schools in which he breaks down the areas of bibliographic control (e.g., subject analysis, cataloging technology) and talks of the responsibilities, skills, qualities, and knowledge needed by catalogers.
Bade (2002) perhaps sums it up best in his study of misrepresentation in shared library catalogs: “catalogers are ultimately responsible for the keystrokes destined for cyberspace, and the library administration is responsible for finding and hiring the catalogers for the responsibilities they shoulder and for the resources they use.”
The idea for this study arose from the desire to understand the realities of the everyday operations of a cataloging department and how those realities intersect with the state of cataloging practice and education as it is reported in the library and information science literature. It comes also from an educator’s need to prepare new catalogers for real-time cataloging, but who is continually frustrated when faced with the inability to send both local and distance students to their own local libraries to observe or even borrow cataloging tools. With the demand of web-based cataloging courses on the rise, the ability to supplement course materials with hands-on experiences is critical to the success of both the student and instructor.As mentioned above, the issues surrounding cataloging in all types of libraries has been the subject of countless articles in the library and information science arena. However, an extensive review of publications from a variety of library and information science publications, in particular publications centered on bibliographic control and technical services, has not revealed a study such as the one proposed here, that is, one that focuses solely on the extent and utilization of tools and resources in a technical service department (core sources of this review have been Weiss & Cartens, 2001; and Kim, 2003). มีการสำรวจที่แนะนำในหมวด เช่นการศึกษาโดยกล่าว OCLC ประเมิน "ความสนใจและความต้องการการศึกษาและฝึกอบรมของผู้ปฏิบัติงานห้องสมุดและว่าต้องแตกต่างกันทั่วโลก" (Wilkie & Strouse, 2003) ได้รวบรวมข้อมูลโดยใช้ประเภทข้อมูลแหล่งหรือเครื่องมือ ไลบรารีมาตรฐานหรือแนวทางปฏิบัติ สิ่งพิมพ์มืออาชีพ หรือสมาคมวิชาชีพ ฯลฯ เหล่านี้เป็นประเภทคลุมเครือ ที่ดีที่สุด และหลั่งน้ำตาแสงในชนิดของเครื่องมือและทรัพยากรที่เกี่ยวกับบรรณารักษ์ทั่วโลกต้องการเพื่อให้ได้ความรู้และทักษะเพิ่มเติมนโยบายการจัดแค็ตตาล็อกและสำนักงานสนับสนุนในไลบรารีการประชุมมีรายการจัดแค็ตตาล็อกเครื่องมือและเอกสารประกอบ แต่ไม่มีคือไม่มีการระบุวิธีการรายชื่อ ไม่ไม่จัดประเภทรายการเครื่องมือผ่านสองพื้นที่พื้นฐานของเรื่องที่จัดแค็ตตาล็อกและการอธิบายจัดแค็ตตาล็อก บริการแจกจ่ายจัดแค็ตตาล็อกของ LC มีทรัพยากรครอบคลุมสำหรับเครื่องมือการจัดแค็ตตาล็อก แต่อีกครั้ง ทำให้ไม่มีการระบุจำนวน หรือที่เครื่องมือไลบรารีทั่วไปควรได้รับจริง ของ ALA ชุดสมาคมห้องสมุดและบริการทางเทคนิค (ALCTS) มีกลุ่มสนทนาและสิ่งพิมพ์ในห้องสมุดการจัดแค็ตตาล็อกการฝึกและการศึกษาสิ่งแวดล้อม แต่ไม่อยู่โดยเฉพาะเครื่องมืออะไร และทรัพยากรควรสามารถเข้าถึงโดยตรง หรือ ในความครอบครองโดยตรงของ ที่ cataloger Intner and Hill have edited several valuable books on cataloging education and the profession as a whole (see Intner & Hill, 1989; Intner & Hill, 1991; Hill, 2002) in which information organization experts have offered opinions and studies on how to keep professionals from lowering their standards or becoming overwhelmed by the complexity of information objects, standards and metadata schemes, etc. In particular, Joudrey (2002) offers a survey of bibliographic courses in 48 library schools in which he breaks down the areas of bibliographic control (e.g., subject analysis, cataloging technology) and talks of the responsibilities, skills, qualities, and knowledge needed by catalogers.Bade (2002) perhaps sums it up best in his study of misrepresentation in shared library catalogs: “catalogers are ultimately responsible for the keystrokes destined for cyberspace, and the library administration is responsible for finding and hiring the catalogers for the responsibilities they shoulder and for the resources they use.”
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