The authors conducted a survey of ARL member libraries to identify the minimum education and experience required of paraprofessional catalogers. The majority of surveyed libraries responded that they use paraprofessionals to catalog various types of materials. A higher number of libraries use paraprofessionals in copy cataloging than in original cataloging. Although no single model of education and training for paraprofessional catalogers exists, certain patterns emerge. The educational expectations for copy catalogers are lower than those for original catalogers. Training takes place on the job. The library profession is not as far along in developing structured paraprofessional degree requirements along the same lines as other professions, such as law or medicine.
Purpose-This paper explores the changing role of the reference collection in learning commons at ARL member libraries. Design/Methodology/Approach-A 15 question survey was sent to managers at academic research libraries with membership in the Association of Research Libraries (ARL). Respondents were asked about their learning commons and reference collections. To increase the sample size, the researchers conducted phone interviews using the same questions with a random sample of individuals from the same target population. Findings-Most respondents had or were planning learning commons for their libraries. The role of reference collections varied. Of those who had retained a print reference collection, the majority believed them to be little-used. The researchers believe this may signal an end to a formerly cherished idea: the primacy of the reference collection within a library learning space. Research limitations/implications-This study involved a random sample of public service managers at North American ARL academic libraries. While the sample is believed to be representative of the broader population, findings may not be generalizable to all ARL libraries or to other academic libraries. Originality/value-Many papers have been written about information or learning commons spaces and their distinctive elements. Others have discussed the changing role of reference collections. This paper is unique in examining the changing role of the reference collection within learning commons spaces.
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