Cataloging and Classification
A
Basic Tour & Introduction to LIBM 443/543
This
"Frequently Asked Question" (FAQ) document is offered as general background information - as a basic
introduction to the course. If you have
already enrolled in the course, note that this
is
not intended to be part of the instruction and that this class does not
incorporate quizzes or exams, and is 100% "open book".
Hence, there is no reason to take notes, print, or save this data.
If you ever want to review this document, you may do so at any time,
since it is also part of the new Desire2Learn (D2L) setup used for LIBM 443/543. Unlike some of the other documents used in this course,
most students will view this only 1-2 times, since it is not integral to
actually cataloging items and is not required for completing the many projects
or assignments used in LIBM443/543.
Where
Can I Find More Info on the LIBM program?
The "Library Media Minor" (LIBM) is one of many minors offered by BHSU. Like most minors at most Universities, there is not a great deal of detailed information included in the Academic Catalog @ http://www.bhsu.edu/Academics/RegistrationRecords/AcademicCatalog/tabid/107/Default.aspx
So, if you ever have questions regarding the LIBM program, please consult the Library Media Minor homepage @ http://iis.bhsu.edu/lis/librarymedia/index.cfm
There is also a permanent icon/link for this page on the BHSU Library Homepage (right hand side, half-way down) @ http://iis.bhsu.edu/lis/index.cfm
Are
There LIBM443/543 Course Prerequisites?
No.
In fact, none of the regular LIBM courses have prerequisites tied to
enrollment. Only the BHSU
Practicum, LIBM 495/595 (fieldwork experience), has prerequisite requirements -
though in select cases, certain requirements can be waived (see the Library
Practicum FAQ document for more information).
Certain skills are beneficial to doing cataloging work.
For example, proofreading skills - for spelling, abbreviations, and
punctuation, which are often unique to cataloging computer records.
Also, related coursework, such as research and reference work, is
helpful, but not required. Basically, an ability to move around on the web, cut and
paste, work with basic files, forms, and email attachments, are the only things
required beyond an interest in how library catalogs and web
OPACs function and benefit library patrons.
What
Role Does 443/543 Play in the LIBM Program?
LIBM
443/543, "Cataloging and Classification" is the only course in the
LIBM Program covering technical services (TS) work in libraries.
Even if TS work is not in your job description or future plans as a
teacher and/or librarian, every librarian has a vested interest in understanding
"what makes the OPAC work", given that it is the link between patrons
and materials. Technical services
(as opposed to library or educational technology - which is covered in ED
431/531), refers mostly to the behind-the-scenes work at libraries: dealing with
the ordering, processing, cataloging, security features, and database work with
the OPAC (online public access catalog). While
technology is obviously used in cataloging and your library OPAC, educational
technology is a related subject. We
will focus on the core of TS work, cataloging, not the other tech-services fields.
Cataloging
vs. "Technical Services"?
Although
people often uses "Cataloging" and "Technical Services" as
if they were synonyms, this is not the case.
Cataloging work is only one area of technical services.
The work that goes into cataloging and classifying materials, and
insuring everything regarding this work is correct in the OPAC, is often simply
referred to as "cataloging" - mostly because the one person doing the
work has the job title, "Cataloger" or "Technical Services
Librarian". At a large
academic library, there might be 10+ people working in technical
services (at BHSU there are less than 2 FTE), whereas in a small public or school library it
might all be done by one employee or one volunteer, and at a really small
library, one person often does every single job in the library.
Who
Does TS Work?
Most
students in "Library Media Minor" programs fall into
one of two categories: future
teachers (because they want to run the school library media center or work as a
children's librarian) and current public library staff (looking for courses to
supplement their skills-set at work). There
is a lot of overlap in these two groups of people, given that many librarians are drawn to the teaching field, while at the same time many teachers who
leave the teaching field later seek out work in public libraries.
It is relatively easy for many of these people to move around, given that
both careers require fairly similar people-skills and resumes.
Teaching, reference work, literacy campaigns, children's programming,
etc., are all people-focused. Technical
services work is not people-focused, which is mostly why it fails to
attract very many people from the two above-cited groups. It
should not be too surprising, then, that there is a shortage of TS people.
TS
and Employment Prospects?
LIBM
443 is not designed to increase the number of catalogers in the world (but one
goal is to help more librarians understand computerized cataloging so they can
create and edit MARC records, ensuring a higher level of quality control for their
library OPAC and other libraries in a shared interlibrary loan network). It is, however,
worth emphasizing that there is a shortage of people working in technical
services fields. This has bearing
on any library if the director needs to find a cataloger, acquisitions
librarian, systems person, webmaster, etc.
In academic and larger public libraries, as many as half the openings in any
given year or decade are tech-services related, many of them in a
cataloging-related field. While
most of these jobs require a graduate degree in library or information science,
there is ample opportunity for someone looking for behind-the-scenes work in
larger libraries. Later in this
course we will use library employment ads to study the acronyms and keywords
used in library and information science. Understanding
TS is very useful if you ever need to hire such a person, or seek volunteers for
any database-related library project.
LIBM443
& Advanced Technology Skills?
Many
people assume that in any profession where people work in "technical
services", and any academic course which is focused on computerized
cataloging, would by necessity require a certain level of advanced technology
skills or a background in computer programming. This is really not the case.
While certain skills are presumed, given that this is an online course
requiring access to, and use of a computer with internet connection, what is
required of students is little more than a basic understanding of word
processing, forms (fill-in-the-blank web documents), files, email attachments,
and an ability to move around on the www. You
do not need to be a programmer to catalog; you simply need a basic understanding
of how to follow cataloging rules, and how to code text in a way that it will
work with library automation (OPAC) software.
Do
I Need Special Software for LIBM443?
No.
While every computerized library catalog (OPAC) uses specialized library
software, they all base their system on a universal record (MAchine Readable
Cataloging record, or MARC record) format.
In this class we focus on the MARC record.
In the computer sense, MARC records are simple files. In
the library world, if you know MARC format, you know where to put data so that
the library software does what you want it to do (as opposed to programming,
where you would need to create the software structures which take the data
entered and coded by librarians, and delivers the patron-accessible displays
needed for staff and patron use).
I have a simple MS Word template, the "LIBM 443 Workform",
that students will later use to catalog. You
enter the information according to the cataloging rules, create call numbers and
subject headings according to classification system, save the file under the
proper name form, and attach it to an email to me in the D2L system.
No software purchases, no lab fee, no database fees
of any kind, and nothing to install and/or remove on your personal
computer, is required.
What
is "Cataloging"?
Cataloging
involves the creation of bibliographic records, which represent items owned by
libraries. It is far different from
creating a bibliography. A record
is the universally recognized complete data set seen in a library catalog, when
you search for an item. As an
example, visit the BHSU library catalog and search your required textbook, Catalog
It!: http://iis.bhsu.edu/lis/index.cfm
. If
your search resulted in more than one item, click on the title of the book by
Allison Kaplan. What you see is a
bibliographic record, configured to display in the web OPAC (internet ready
version of the library catalog). Creating
and editing records like this is what cataloging is, and it is what is routinely
done in Library TS departments.
What
Goes into the "Records"?
What
goes in the final bibliographic record for the local OPAC is to some extent up
to the cataloger (what goes into a shared or national database is often far more
restrictive and precise). Many
things are required, others recommended, and others completely optional.
Some basic records are created by publishers, some records are free from
other libraries where the item was already cataloged, and many records are
created by the Library of Congress before the book was published (commonly
referred to as "CIP Data", or Cataloging in Publication
Data). All unapproved records used in your
local library system should be proofread by someone who understands MARC, and
knows your local library practices - though due to budget and staffing issues,
at many places this is not exactly what happens.
Records must be coded for language, year, country, etc., all the
bibliographic data must be configured correctly, and proper subject headings and
call numbers must be created. All
of this taken together, is a "bibliographic record".
What
is "Classification"?
Organization
of materials by subject. While this course is called "Cataloging &
Classification", and these are distinct subject areas, virtually no one is
involved solely in classification work. Whoever
catalogs materials also handles classification work (since this determines the
location of the item in the collection because classification entails the
specific call number). Materials
must be examined or summarized to know what they are about, since what they are
about determines the subject headings (Sears List or Library of Congress
Headings List) and the place in the classification system - and ultimately, the
call number. In North America, most
libraries use either the Dewey Decimal System (dominant in school and public
libraries, trader schools, etc.), or the Library of Congress System (dominant in colleges,
universities, government centers, law schools, etc.).
Do
I Need to Buy Classification Manuals?
No.
As noted, there are two main
systems of classification, the Dewey Decimal and the Library of Congress.
Since this is a generalist course, and both systems are widely used
around the world, both systems are covered in LIBM443/543.
The respective classification materials are quite expensive, and are staff
technical manuals, not "regular books" (if you work or will work in a
library your employer would or should buy them for you).
The 4-volume Dewey Decimal set (DDC) runs nearly $400, the abridged
one-volume Dewey Decimal book is $139, whereas the massive 40+ volume
Classification Schedules from Library of Congress (LC) costs as much as a used
automobile. All Library of
Congress-related work will be done via scanned documents and web pages I have
created; all Dewey Decimal work will be done off resources from your public
library, scans or web pages I have made, or materials borrowed from BHSU.
Do not buy classification materials for work in LIBM 443/543.
See the LIBM443/543 syllabus. If you wish to investigate your local
library for relevant materials, look for: Abridged Dewey Decimal
Classification and Relative Index (the 1-volume, mini-“Dewey”,
preferably edition 14, but edition 13 can be used if necessary; published by
OCLC; ISBN's for 14th & 13th editions are 0910608733 & 0910608598) or
Dewey Decimal Classification and Relative Index (the 4-volume,
unabridged, full-“Dewey”, preferably edition 22, but edition 21 can be used;
published by Forrest Press; ISBN's for the 22nd & 21st editions are
0910608709 & 0910608504). If you have problems locating
materials for use in your city (school, public library, local college, etc.),
contact your instructor as soon as possible.
Do
I Need to Buy Subject-Heading Manuals?
No. There are two common kinds of subject-heading systems used in North America: the Sears List (fairly common at small school, church, and some tiny public libraries) and the Library of Congress List (common at bigger public libraries, colleges, universities, research centers, government agencies, etc.). The Library of Congress (LC) project is a massive 5-volume set, costing over $400. The Sears book is a one-volume book, at $129. For this course, all LC-related work will be done off scans and web pages I have created. All Sears work will be done off materials from your local public library or via scans and web pages I have created, or from materials borrowed from BHSU. See the course syllabus, and do not buy subject-heading guidebooks for LIBM443 (If you wish to investigate your local library for relevant materials, look for The Sears List of Subject Headings, preferably edition 19 or 18, but edition 17 -and perhaps even 16- can be used if necessary; published by H. W. Wilson, ISBN's for the 19th, 18th & 17th editions, respectively, are 082421076X, 0824210409, & 0824209893). The Sears manual is not a title you need access to throughout the course, and most students only use it for a few weeks.
What
Cataloging Rules are Needed (followed)?
Regardless
of what classification system (Dewey Decimal or Library of Congress) is used,
and regardless of what subject heading system is incorporated (Sears List of
Subject Headings or Library of Congress Subject Headings), and
regardless of what library automation software is used (ALEPH at BHSU, Follett
at many school libraries, Voyager
at the University of Wyoming, etc.), the rules followed are always the Anglo-American
Cataloguing Rules, 2002 Revision (or AACR2).
You need to know, or at least follow, the rules so you interpret what
data to take from the item being cataloged, how to abbreviate, code, and punctuate
that data,
and place it in MARC record format for your OPAC.
Do
I Need to Buy the AACR2 Rules?
No.
The rules, as currently published by the American Library Association, exceed 700 pages, and cost over $100. They
are sold as a "loose-leaf publication" (a nice publisher way of saying
3-ring binder), and because of this, many bookstore re-stockers and suppliers
will not buy back the volume at the end of the semester.
Many of the rules are so specialized that you would not need to know
them for work at most school, public, and small college libraries. Because the intent is for LIBM443 to be a generalist course
and practical, we will not
use the official rule set. I have
drafted a 25-page "cliffs notes" version of the cataloging rules,
which will be distributed for free. You
do not need to buy the AACR2 rules, nor the Concise
AACR2, for LIBM443/543. See the LIBM 443/543 Course Syllabus.
How
to Learn Cataloging, Online?
Since
many of the standard reference and technical tools are extremely expensive books
few people own, it might be asked how people will learn to catalog online
without these tools. The answer is
that many of these tools are essential to day-to-day library operations in
larger libraries, but
they are not necessarily critical to learning how to do many types of work.
You do not need to see every page, or even very many pages, of a
thesaurus to understand how the book "works" and what benefits it
brings. The same applies to many, but not all, cataloging tools.
It is not clear that students will learn more by being forced to buy
overpriced books they will consult for a few hours, at best.
Luckily, many key tools are now available for free online (a very small
portion we will use, and these titles are found on the course syllabus for
LIBM443/543).
How
is the Cataloging Data Created?
Cataloging
data, like the bibliographic record seen in the BHSU library catalog when you
searched Allison Kaplan's book, Catalog It!, comes from any number of
sources. It might come from the
author, the publisher, the bookseller, the company that sold your library the
automated library system, a shared library catalog sponsored by a state library,
etc. But, ultimately, after
classifying the work and assigning subject headings, someone keys (types) it
into the proper form, following the cataloging rules, and creates a computerized
MARC record - which is ultimately enhanced, shared, traded, etc., between
libraries all over the world. Trace the data back far enough and some
librarian somewhere created it.
How
is the Cataloging Data Shared?
The
bibliographic record, as seen per Kaplan's textbook Catalog It!, is in a
universal format (MARC record), a computer record which is accepted by systems
all over the world. It is easily
shared via a worldwide database like OCLC (WorldCat), a statewide system (like
South Dakota's SDLN - The South Dakota Library Network), or even between local
libraries sharing files or pooling resources to buy such records.
Because records are so common, and because there are often several
different records for each published item, librarians only catalog from scratch
(create a new computerized record from nothing), when necessary.
If it were not for shared MARC records for library OPACS, many libraries
would cease to exist because cataloging costs would consume most of the budget.
How
to Know When to "Share" (Use) Data?
A
key goal of this class is to create an "eye" for proofreading
bibliographic records, both in the OPAC and in computerized form (MARC).
The only way to distinguish between different existing records for the same
item is to be
able to identify good and bad cataloging, or detailed and incomplete cataloging.
It is important and useful to be able to know when you should not
accept a record from another source or library (if it is full of errors, if the
book is not an exact match, if there is not enough information to confirm a
match, etc.), and when you should do so, because a simple edit here-and-there will save
you 20 minutes of work if you needed to create your own record from scratch. The only way to develop an eye for MARC records is to first learn
to create them, which makes up a good portion of LIBM443/543.
What
Form Does the Data Take?
As
noted earlier, the form the data takes is the bibliographic record, which is set
up according to Machine Readable Cataloging format, or MARC.
To see a MARC example, return to the BHSU online library catalog, and
again search for Kaplan's book, Catalog It! (if not automatic, click on
the title to see the "Full Record" display).
You are looking at what librarians have created to aid library patrons.
To see the MARC record (the library staff work record), that generates
this online patron display, scroll down and look in the lower left corner of the
monitor, where there are three "Choose Display" options.
Click on the "MARC Tags" option.
What you now see is the MARC record, the form all bibliographic data
takes. This is what you will learn
to create and edit. As a librarian, this is the link between your library
collection and your patrons.
That
"Form" Isn't Programming?
It
is true that looking at a MARC record in a library OPAC looks a lot more like a
computer code or programming than it does ordinary text.
However, don't be fooled (or overwhelmed, or scared off, etc.) by the
presence of numbers and symbols. What
was outlined earlier is true: you do not need to be a programmer to
create and edit MARC records. You
need to know basic cataloging rules (I will provide a "cliffs notes"
version of these), you will use a free pamphlet available from the Library of Congress
(Understanding MARC Bibliographic), and you will learn by looking at
completed records. Most of the work going into creating and editing
records as a text file or on the
"LIBM443 Workform", will hopefully become as
straightforward as filling out banking or credit card or tax papers; you just
need to know what to enter, where to enter it, and how to abbreviate, punctuate, and code it.
How
Will MARC Be Taught?
Via
example. MARC records will be
examined repeatedly, in library OPACs all across the country. The best way to learn this type of skill is via a good brief
textbook, and by as many examples as you need to get you to the point where you
are not simply simulating or copying someone else's work, but you
"know" where things are entered and why they are entered there.
The key is focus. It is important not to read too much about the theories
behind cataloging, the different cataloging systems used around the world, or
the history of cataloging, and to actually practice seeing the OPAC as a MARC
display, and to actually create parts of MARC records.
Seeing what belongs in an detailed MARC record is important to
creating or editing what you want seen by patrons in your library OPAC.
Why
this textbook?
For
a very specialized field which employs relatively few people, there are a
surprising number of "cataloging" textbooks on the market.
What most of them have in common, in addition to hefty price tag ($79-119
is the norm), and 600-800 pages, is an unnecessary level of complexity, a focus
on theory, and an intent to help in the training of graduate-school students for
advanced cataloging work. Few
school and public librarians benefit from that, and the drawback to throwing so
much information at people is that they often then need a second cataloging
class to learn how to catalog, since the first one spent too much time on
history, theory, cataloging obstacles rarely ever seen in the real world, weird
publishing snafus, etc., etc., etc. The
benefit to Allison Kaplan's book Catalog It! is not only price and
brevity, but that she focuses on helping library staff make MARC records.
Nearly every chapter in the book is about what you need to know and do to create
MARC records, not about tangential issues or concerns. See Allison G.
Kaplan, Catalog It!: A Guide to Cataloging School Media Materials, (Linworth
Publishing, c2006, 2nd edition, 212 p., OCLC#=62393106, ISBN=1586831976, est.
$44). It is important to acquire a copy of the textbook as soon as
possible, preferably before the 1st day of class. While it is not absolutely essential for doing the first couple
assignments, and much of the course is based on handouts, the textbook is necessary for understanding all that follows.
Why
So Many Online "Textbooks"?
The
reason is that while cataloging courses are easily handled in a traditional
classroom setting, it is not particularly easy to move them online, due to the
numerous technical manuals you need to solve the simplest organizational
questions in information science. While the LIBM443
"Required Textbooks" list is quite long (see the course syllabus), it
is worth noting that the main textbook Catalog It!, is the only volume
one needs to read cover-to-cover. A second volume can be read in this
fashion (Understanding
MARC Bibliographic: Machine Readable Cataloging, by Betty Furrie and the
Database Development Department of Follett Software, available free via the
Library of Congress @: http://www.loc.gov/marc/umb/),
but even this book can be consulted when needed -as long as the select
readings on the course calendar are done when assigned.
This excellent little volume (less than 50 pages) is essentially a
mini-reference handbook on much of what you need to know to do basic MARC construction
and editing. In many ways, the
textbook, Catalog It!, serves as a knowledge base enabling you later do basic MARC work by consulting the cataloging rules (AACR2), your library's
subjects headings (Sears or Library of Congress), and your library's classification
system (Dewey Decimal or Library of Congress), simply by referring to Understanding
MARC Bibliographic. The many other works listed on the syllabus are
reference books, in the traditional sense that they are consulted for a key
piece of data, but not read or studied. In fact, many are used because of a chart or graph or index or summary
printed on a page or two inside (comparable to using a dictionary, not another
textbook or anthology). The
amount of required reading for LIBM443/543 is no where near as long as one might
assume from the list of required textbooks. The best I can offer in defense
of the long list is that you not forget that all but one of these items are FREE.
What
Materials Will We Catalog?
I
will select a wide array of materials which we will catalog, and also records we
will repair (edit) or enhance. They
will cover many topics, and usually they will be items which could be found at
school, public, or college libraries (we have students from all backgrounds, so I
cannot limit the materials to a particular kind of library).
Since I have no idea what books students have access to at work or home,
and since this is an online course with students all over the region, you will
catalog from information I send you. I
will provide you with all the data you need but, of course, not the actual books
you are cataloging.
Is
This a Fast-Paced Course?
Yes.
This course covers a lot of territory.
There is no alternative to this, since this class must address all the
cataloging, AACR2, classification, subject heading, call number, MARC, OPAC,
etc., issues - all in a 3 credit course which many people enroll in for
undergraduate credit. Follow the
D2L Course Calendar. Do not
fall behind in this course (if you attempt to do assignments weekly and not more
often then you will not do well in this course). While
many people consider it fast-paced in the normal semester offering, note that
this is a summer-semester course, so it will move twice as fast as it would if
it were offered in fall or spring terms. It is almost impossible to
overemphasize the importance of doing the readings and assignments in a timely
fashion, and whenever possible, assignments should be done the day they are
given.
Is
LIBM443/543 an "Easy" Class?
No.
While few teachers would ever admit their course is easy, I base this
answer on what students say and have said in the past.
Partly, I think, students say this because this course is different from
most other LIBM and/or ED courses. You
do not have the direct "people contact" you often do in teaching, in
reference work, when working in a literacy seminar, when handling children's
programming, etc. Also, there is no
essay exam or term paper for LIBM443/543, areas in which many liberal arts and
college of education students routinely do their best academic work.
Many students find the course more unexpected than difficult; they tend
to say it's "not easy", partly because a good grade cannot be
guaranteed based solely on one's ability to memorize, compose, interview,
communicate, etc. When it is all said and done, cataloging is
detail-oriented work, usually done alone, without assistance or feedback from others, and there is no substitute for navigating the many resources, applying
the many technical rules, and properly coding the bibliographic data.
While all library courses have some overlap, cataloging classes tend to be the
courses least like other LIBM courses, and because of this and other
reasons
some students find it to be more difficult.
What
Kind of "Notes" Do I Need?
Unlike
a lecture-based course, and many survey courses offered online, you do not need
to do much by way of "taking notes" for LIBM443/543 - though you will
need to organize and refer back to the many resources your are given, so you can
calculate data or determine entries when needed.
I will emphasize what is important. In most cases I will provide
you with condensed versions of complicated materials, and I provide handouts on
the most important areas of the course. In
addition, do not forget that this entire class is "open
book". You may use any
book, website, handout, whatever, at any time, for any reason - for every single
assignment and project (and as already noted, there are no exams or quizzes in LIBM443/543).
Discussion
& "Chat" in LIBM443?
Cataloging courses are less conducive to discussions and chat sessions than are many other LIBM & ED courses. The course lacks the history and theory found in "collection development" or "library & society" courses, and the many hypothetical questions and situations which abound in doing "reference work" or "managerial issues". People who do cataloging work usually have to do it without outside assistance because there isn't anyone to assist them. For the most part, this is not such a bad thing. Creating or editing a MARC record is not that different from editing a paper, thesis, or manuscript for publication. While there are options in many aspects of cataloging, there is not a great deal of room for debate, as day-to-day library work goes. Real-world cataloging work tends to be something better suited to a quiet room, not group discussion, and so to some extent this course adapts to this established fact. Students will introduce themselves during the course, and there will be a few discussion topics for which you will need to post analysis or opinion, and there will be some communication between everyone, but it will not be a measurable component of the course - and might be much less than you are accustomed to in other ED or LIBM courses.
Seeking
Assistance/Feedback in LIBM443?
While
chat and discussion are held to a bare minimum in this course, this does not
mean there is a lack of assistance. Students
are encourage to email me at any time, with any course-related concern.
Especially early on in the course, I encourage students to pose questions
to me (as opposed to other students), just because it is easy to get
"lost" in a cataloging course, and one common way to do that is to
start down the wrong road due to a piece of bad advice on what is to be
done. When in doubt, about
anything, simply email me. If you
are unclear or unsure about how to proceed on an assignment or project, please do
not get advice from other students (they may or may not be less unsure).
Short of some emergency, I answer email at least twice daily; you almost never
wait long for a reply.
"No
Notes" Introduction...
While
this course introduction might have been longer than expected, it covers all the key
areas of the course, and the frequently asked questions (FAQ) regarding
"Cataloging & Classification," LIBM443/543.
While a lot of information, not to mention terms and acronyms were tossed
out, there is no reason to take notes or print or study this document.
It was offered as background information.
Via D2L, you can easily view this again,
at any time in the semester. Most
people find they view this no more than 2 times, and many students never return
to it a second time. Assignments and projects
will come with their own readings and guidelines.
If you ever have questions about terminology, please consult the
"Glossary" of your textbook, Catalog It!, and/or the online
ODLIS dictionary @ http://lu.com/odlis/
Questions?
If you have any questions regarding the course in general, the syllabus, the LIBM program at BHSU, or the Library Practicum (fieldwork), simply email me @ michaeltolan@bhsu.edu