Preparing Catalogers for RDA Training

Abstract

This article prepares catalogers for the new cataloging standard Resource Description and Access (RDA) by giving trainers and Library and Information Science (LIS) educators the information they need to plan training for themselves and their staff or students. The theoretical principles of RDA are introduced as well as the corresponding vocabulary that trainers will need to use. This is followed by an overview of the structure of RDA as compared to the Anglo-American Cataloguing Rules (AACR2). Examples of rule changes and options are highlighted for trainers along with a reminder to review existing cheat-sheets and manuals that are based on AACR2.Finally, types of training formats are suggested.

Enseigner les RDA : un défi de taille

“…Alors que la demande de formation pour implanter la nouvelle norme prend de l'ampleur 13 , un problème d'envergure se pose aussi dans les programmes de formation techniques et professionnels (Spiteri 2010 ;Hitchens 2009). Comment enseigner les RDÀ ?…”

RDA: Resource description & access—a survey of the current state of the art

“…At the same time, a far more pressing concern is how to train professional catalogers and paraprofessionals for RDA as the U.S. cataloging community prepares for the transition from AACR2. Hitchens and Symons's article () was an early attempt to help cataloging managers and trainers begin the process of preparing RDA training for their staff and students. While mostly highlighting the content that must be addressed in any training sessions, they also touched on the need to consider formats that would be best suited to deliver the training content to working catalogers and ease their transition to RDA, including online distance education and workshops and conferences at the local, regional, or national level.…”

Inadvertent RDA: New Catalogers’ Errors in AACR2

“…Hitchens and Symons (2009) have provided a general introduction to ways to approach training on the new code. Their article includes a brief review of writings from the time of the change from AACR to AACR2, showing that the issues now are largely the same as then (for instance, concern with the proliferation of non-book resources, a desire for greater internationalization and standardization, and a need to adapt to new technological advances).…”