Graduate Education for Information Organization, Cataloging, and Metadata

Joudrey, Daniel N.; McGinnis, Ryan

doi:10.1080/01639374.2014.911236

Cited by 20 publications

(8 citation statements)

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“…Only one study participant mentioned her graduate library education, and it was only in reference to undertaking a cataloging internship; she strongly emphasized her on-the-job training. 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.…”

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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Section: Beyond Judgment: Repertoire Developmentmentioning

confidence: 99%

Exploring the role of repertoire in library cataloging

Clarke

Dobreski

2019

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“…Many studies have examined coverage of specific topics in LIS Master's degree programmes. These include management (Mackenzie & Smith, 2009), information technology (Singh & Mehra, 2013), cataloguing (King, 2012;Miller, Lee, Olson, & Smiraglia, 2012;Moulaison, 2012), information organisation (Joudrey & McGinnis, 2014) leadership (Hicks & Given, 2013;Phillips, 2014), expert searching (Smith & Roseberry, 2013), social justice and diversity (Bonnici, Maatta, Wells, Brodsky, & Meadows, 2012;Mehra, Olson, & Ahmad, 2011), assessment (Askew & Theodore-Shusta, 2014), intelligence analysis (Jin & Bouthillier, 2012), financial management (Burger, Kaufman, & Atkinson, 2015) and technical services (Albee, 2015). In most cases, the authors suggest that curricula need to be modified to include more coverage of the topics examined.…”

Section: Curriculum Contentmentioning

confidence: 99%

What if? Exploring alternative models for professional LIS education^*

Chawner

Oliver

2016

The Australian Library Journal

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This article aims to stimulate discussion about whether the current structure of postgraduate library education, largely unchanged for over 60 years, is still the best option, given the ways in which professional library positions increasingly require specialised knowledge and skills. Comparative cases from selected New Zealand professions, including medicine, law, teaching and accounting, are used to identify common characteristics of practice-based professional education, including education for specialisations which typically follow the basic degree. The article suggests that trends affecting library work create an opportunity to consider alternative models, including undergraduate education and advanced specialised qualifications. Librarianship as a profession The topic of professionalism has been debated in library literature for over a century. Melville Dewey had no doubts that librarianship was a profession in 1876, saying 'The time has

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“…As LIS curricula continue to change in response to quickly changing areas of information work and important emergent topics, however, many programs are featuring a smaller core of required courses, supplemented by an expanded offering of electives (ur Rehman & Alajmi, 2017, 98). While IO and IR may have once been represented by their own required courses, they may now be combined into one course (Joudrey & McGinnis, 2014, 524), distributed across several courses covering other combinations of LIS topics, or offered as electives.…”

Section: Introductionmentioning

confidence: 99%

Information Organization and Information Retrieval in the LIS Curriculum

Dobreski

Zhu

Yang

et al. 2021

Proceedings of the Association for Information Science and Tech

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Within LIS programs, information organization (IO) and information retrieval (IR) serve as foundational topics of instruction. While traditionally represented by required, dedicated courses in LIS curricula, they may now appear as a combined course or in combination with other topics across required courses. The present analysis of 58 IO/IRrelated course syllabi is part of a larger project examining the interrelation of IO and IR instruction across current ALA-accredited LIS curricula. Preliminary results presented here show significant IO and IR coverage in a range of course types, as well as the heavily applied nature of IR instruction and the movement of IO instruction toward more emergent topics.

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Graduate Education for Information Organization, Cataloging, and Metadata

Cited by 20 publications

References 0 publications

Exploring the role of repertoire in library cataloging

Exploring the role of repertoire in library cataloging

What if? Exploring alternative models for professional LIS education^*

Information Organization and Information Retrieval in the LIS Curriculum

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Graduate Education for Information Organization, Cataloging, and Metadata

Cited by 20 publications

References 0 publications

Exploring the role of repertoire in library cataloging

Exploring the role of repertoire in library cataloging

What if? Exploring alternative models for professional LIS education*

Information Organization and Information Retrieval in the LIS Curriculum

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What if? Exploring alternative models for professional LIS education^*