Sufficiency of Cataloging Education: School Librarians Respond

Autor/in	Engelson, Leslie A.
Titel	Sufficiency of Cataloging Education: School Librarians Respond
Quelle	In: Journal of Education for Library and Information Science, 60 (2019) 4, S.285-311 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis.2018-0072
Schlagwörter	School Libraries; Media Specialists; Librarians; Cataloging; Classification; Practicums; Library Education + Suchen Sie Ihr Suchwort? School library; Schulbibliothek; Mediengestalter; Librarian; Bibliothekar; Bibliothekarin; Cataloguing; Katalogisierung; Classification system; Klassifikation; Klassifikationssystem; Practicum; Praktikum; Praktika; Bibliothekarausbildung
Abstract	No standardized learning outcomes exist for the cataloging education of school librarians in library and information science (LIS) programs. Additionally, LIS programs teach cataloging concepts in a variety of ways over various timeframes, raising the question of what it is that LIS programs should teach about cataloging and classification to prospective school librarians. The current literature offers limited guidance but does indicate that both theory and practice are important in the process of learning cataloging. A survey of school librarians was conducted to determine which cataloging and classification tools they use and which skills related to cataloging and classification are most important. Results indicate that few school librarians use descriptive cataloging tools such as AACR2 or RDA. Additionally, school librarians do not rate or rank descriptive cataloging or controlled vocabulary as important skills. Since descriptive cataloging guidelines and controlled vocabulary provide support for FRBR user tasks and create a database that facilitates the many activities of school librarians, this article suggests that LIS programs adopt a curriculum that communicates the value of a standardized, quality catalog. Additionally, practicum opportunities with experienced catalogers are an important element of cataloging education and should be incorporated into the curriculum. Finally, LIS programs should be intentional about connecting students to resources such as discussion groups and professional development opportunities that will continue to support cataloging efforts after students graduate. Future research into simplifying descriptive cataloging guidelines and determining essential MARC coding will help guide curriculum development in LIS programs. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 4 Lan Drive Suite 310, Westford, MA 01886. Tel: 978-674-6190; Fax: 978-250-1117; e-mail: office@alise.org; Web site: https://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06