What Makes an Effective Cataloging Course? A Study of the Factors that Promote Learning

Snow, Karen; Hoffman, Gretchen L.

doi:10.5860/lrts.59n4.187

Cited by 9 publications

(11 citation statements)

References 2 publications

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“…This section will focus on previous works about the evaluation of cataloguing courses in general with the original RDA, what constitutes an efficient cataloguing course, and what are the core competencies that a future cataloguer should have, since no similar surveys relating to the application of the new official RDA Toolkit into the curriculum have been conducted. When it comes to teaching cataloguing, it appears that several surveys have shown that students prefer more exercises and practical examples than theory (Kyprianos et al, 2022;Chen & Joyce, 2019;Engelson, 2019;Snow & Hoffman, 2015;Al Hijji & Fadlallah;Mugridge, 2008). Moreover, instructor effectiveness is one of the key topics identified in cataloguing course surveys.…”

Section: Related Workmentioning

confidence: 99%

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Teaching cataloguing after RDA 3R project

Kyprianos,

Efthymiou,

Katsira

2024

JLIS.it

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This paper describes how RDA 3R was incorporated into a two-semester cataloguing course syllabus for first-year students and investigates students’ perceptions and feelings about the courses taught. The information gathered will guide the further development and improvement of the course to fully meet the needs of students and the requirements of the market, especially with the emergence of new resource description standards. Following the course teacher’s approval, the researchers distributed questionnaires during class hours. This method ensured that all students participated. The questionnaire was completely anonymous. It included two demographic questions and the CEQ 23 instrument with a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Besides that, a self-assessment questionnaire was employed to better understand their confidence in the knowledge gained. Quantitative analysis was carried out on the data related to 63 individual students. The quantitative analysis employed the statistical package SPSS. The findings revealed that students are reasonably confident in their new skills but prefer more practice over theory. Finally, they mentioned that they would like more precise goals and an extension of the courses to three semesters, as the workload is quite heavy. Overall, students feel relatively confident about the knowledge gained and believe they can catalogue in a library setting. The CEQ 23 instrument can be used in various knowledge organisation courses. It can provide a better understanding, with the ultimate goal of changing the curriculum or repurposing information organisation courses, allowing any Library and Information Science (LIS) school to judge the future of studies and their direction.

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Section: Related Workmentioning

confidence: 99%

“…For example, in Greece, there is no official translation of the basic tools for cataloguing. Cataloguing is not a new course in library and information studies curricula (Snow & Hoffman, 2015). Some principles or rules for the description and categorisation of library items and collections appeared from the beginning of their development.…”

Section: Introductionmentioning

confidence: 99%

Teaching cataloguing after RDA 3R project

Kyprianos,

Efthymiou,

Katsira

2024

JLIS.it

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“…One possible explanation for this may be the difficulty of delivering this content in an engaging and interactive manner. CAT/CLASS can be complex and technical topics and may require a significant amount of hands-on practice to master (Snow & Hoffman, 2015). However, with the right instructional design and use of technology, it is possible to create engaging and interactive learning experiences that can help learners develop the skills they need to become proficient in CAT/CLASS.…”

Section: Why Is Cataloguing/classification Missing?mentioning

confidence: 99%

Learning Cataloguing and Classification: Is It on Popular Massive Open Online Courses (MOOC) Platforms?

Adetayo

2023

IJoL

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The paper explores if cataloguing and classification (CAT/CLASS) can be learnt on popular MOOC platforms and what can be done if nonexistent. Different MOOC platforms were explored with a concentration on EdX and Coursera. Literature on MOOCs was examined, and findings were reported. It was observed that some library science courses are available on MOOC platforms. However, no CAT/CLASS courses are available on EdX or Coursera. The majority of their library science courses did not cover the technical service aspects of librarianship. As a result, recommendations were made on how library stakeholders can play proactive roles in introducing CAT/CLASS to MOOC platforms. This is one of the first papers to examine the subject of CAT/CLASS on MOOC platforms.

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“…A large number of current graduate level cataloging courses frame the topic in terms of theory and practice (Joudrey and McGinnis, 2014), that is, learning about cataloging vs. learning to do cataloging (Moulaison, 2012), while the actual decision-making witnessed does not fit neatly into those categories. Given the importance of hands-on cataloging practice and the need to support a more ideal balance of theory and practice in cataloging education (Snow & Hoffman 2015), educators need ways of offering the former without compromising the latter. Drawing on pedagogical techniques from design, including methods for repertoire development, may help address this issue.…”

Section: Beyond Judgment: Repertoire Developmentmentioning

confidence: 99%

Exploring the role of repertoire in library cataloging

Clarke

Dobreski

2019

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Purpose Library work is increasingly being explored from the perspective of design. Still, little work has actively explored specific aspects of design as they relate to library cataloging. The purpose of this paper is to dive deeper into the relationship between library cataloging and design by exploring a specific aspect of design – the concept of repertoire, or the use of previous experiences and bodies of knowledge during current work. Design/methodology/approach To examine catalogers’ use of repertoire, this paper employed a juxtaposition of field observations of professional library catalogers’ work processes with elements of “think-aloud” protocols. Findings The researchers identified three major types of repertory knowledge that were demonstrated by catalogers: internally embedded repertory knowledge; externally embedded repertory knowledge; and seeking out new knowledge using other sources. Additionally, certain trends were noted concerning which repertory knowledge was utilized for which particular task. Determining subject and genre headings were noted for relying quite extensively on internal repertoire such as personal knowledge and institutional knowledge, along with external sources, such as personal notes and local examples. Originality/value This paper adds to a growing body of work calling for design approaches in libraries and related information settings, and breaks ground by applying the previously unexplored concept of repertoire to librarianship, specifically library cataloging, which offers a new perspective on cataloger’s judgement.

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What Makes an Effective Cataloging Course? A Study of the Factors that Promote Learning

Cited by 9 publications

References 2 publications

Teaching cataloguing after RDA 3R project

Teaching cataloguing after RDA 3R project

Learning Cataloguing and Classification: Is It on Popular Massive Open Online Courses (MOOC) Platforms?

Exploring the role of repertoire in library cataloging

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