Catalogers have a unique challenge to overcome in demonstrating the value of their services: the better they are at performing their work-making collections accessible and enabling user discovery-the more invisible their efforts are to users and administrators. Catalogers must participate more actively in the broader discussion and demonstration of library value undertaken by their colleagues, but to do so requires a framework and a common vocabulary shared by non-catalogers.
While backlogs have existed in libraries the literature that describes them, the decline in the acquisition of physical collections relative to digital resources, as well as the availability of cataloging copy has called into question the continued viability and relevance of arrearages. Yet, at a time of economic restraint, a rethinking of library operations is timely, if not urgent. What does nearly sixty years of research tell us about materials that are removed from cataloguing workflow pending availability of a bibliographic record? This paper analyses the characteristics of, and reasons for, arrearages, and assesses approaches to reducing or eliminating backlogs.
The ever-shifting landscape of cataloging standards over the last decade has kept library and information science (LIS) educators on their toes, and continuing developments only promise to maintain this trend. Examples include the publication of the International Federation of Library Association & Institution’s (IFLA’s) conceptual model Library Reference Model (LRM) in 2017, the release of the new and heavily revised version of the cataloging content standard Resource Description and Access (RDA) in 2020, and Library of Congress’ upcoming Bibliographic Framework (BIBFRAME) standard for encoding and publishing library data. These new standards have altered the way in which cataloging work is conceived and discussed, radically changed the interfaces used for accessing cataloging documentation, and are now spurring the creation of new software and tools for cataloging work, including Library of Congress’ new Marva metadata editor. At the same time, the increasing inclusion of linked data projects in libraries, archives, and other cultural heritage institutions are requiring new skills, practices, and workflows that cataloging and metadata librarians must be prepared for. With many of these standards and initiatives not fully implemented in the majority of libraries, cataloging educators face a dilemma in deciding how best to prepare their students to successfully navigate this time of change, where old and new standards and practices intersect. The Technical Services Education SIG session will include a panel of three educators (two of whom are current cataloging practitioners) with unique perspectives on strategies for teaching toward emerging cataloging standards. After brief presentations by each of the panelists, audience members will be encouraged to ask questions and offer their own experiences and ideas concerning this area of LIS education. This conversation aligns well with the ALISE conference theme of “Go Back and Get It: From One Narrative to Many” as cataloging practice and education must be in constant dialogue about the preparation of LIS students for the lifespan of their careers. How can LIS educators prepare students for an environment in which different institutions are facing drastically different plans and timelines for the implementation of new standards? How can teaching practices be adjusted to best leverage current best practices alongside new strategies? And how can study of past, present, and emerging cataloging standards and practices provide a solid foundation on which LIS students can build throughout their careers? This panel will offer opportunities for LIS educators to reach back to knowledge and experiences concerning previous standards transitions, share best practices for addressing the current, dynamic environment, and look toward the future of cataloging and metadata education and preparation.
Bio: Elisa Sze is a metadata librarian at the University of Toronto Libraries, where she cofounded a special interest group on library history research. She also serves as a sessional instructor at the University of Toronto, Faculty of Information (iSchool), teaching a cataloging course for its Master of Information program.
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