Teaching a Cataloging/Metadata Course in a Changing World: Experience and Reflection

Abstract

In this paper, we explore the most essential knowledge and skills to impart in an introductory-level cataloging and metadata course. We use the basic cataloging and metadata class in the University of Hawai‘i at Mānoa Library and Information Science Program as a case study, sharing our experiences, thoughts, and planned future direction in teaching cataloging, classification, metadata, and information organization. We investigate what University of Hawai‘i at Mānoa Library and Information Science (LIS) students expect to learn from the class, as well as how they perceive knowledge of and skills in cataloging and metadata affecting their career paths. We also inquire into topics that the students are interested in exploring related to cataloging and metadata. We examine emerging trends and evaluate which information and skills are most useful for LIS students and new librarians to learn for their library careers. These ideas are built upon our own experiences teaching these topics. This article synthesizes literature review, observation of trends within cataloging and metadata, and surveys taken by students enrolled in the course.

Teaching cataloguing after RDA 3R project

“…According to Snow and Hoffman (2015) putting cataloguing in the real world of a library means demonstrating how cataloguing benefits users, providing authentic items and examples for cataloguing practice, giving students access to cataloguing tools used in practice, analysing local practices, and gaining experience with an Integrated Library System (ILS). Chen and Joyce (2019) support this assumption by tying classroom activities to themes students see impacting their future roles as librarians. To continue, various studies have been conducted in this regard over the years about cataloguing courses offered in the curriculum and job requirements for cataloguing and metadata experts (Al Hijji & Fadlallah, 2013;Sibiya & Shongwe, 2018;Chen & Joyce, 2019;Monyela, 2021;Sibiya & Chuma, 2021;Zhang, 2023).…”

“…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.…”

“…Furthermore, Engelson (2019) stated that educators must find the right balance between theory and practice when teaching cataloguing, which is a key concern. Another consideration for instructors is that the cataloguing course needs analytical thinking and questioning learning abilities rather than simple memorisation of factual knowledge (Chen & Joyce, 2019). Having this in mind, clear explanations, approachability, and responses to student questions all contribute to favourable assessments of instructor effectiveness.…”

“…Hence, course organisation and structure also appear to impact the cataloguing course evaluation. In particular, students prefer clear instructions and access to supplemental resources that enhance their knowledge, well-organised course materials, and logical progression of topics taught (Chen and Joyce, 2019;Kyprianos et al, 2022). Furthermore, the placement of cataloguing in the actual environment of a library appears to alter students' attitudes regarding cataloguing courses.…”

“…Cataloguing has arguably become increasingly vital as technology has become omnipresent and libraries have evolved into technological hubs, yet job postings for cataloguers do not appear to be diminishing (Turner, 2020). In this direction, several Library and Information Science (LIS) schools are offering cataloguing courses into their curricula and it is considered a core course in the discipline (Chen & Joyce, 2019). It is a complex and challenging course in which students must comprehend and use various tools and instructions.…”