Cataloging

About: Cataloging is a research topic. Over the lifetime, 4770 publications have been published within this topic receiving 32489 citations.

FRBR, Before and After: A Look at Our Bibliographic Models

Abstract: Coyle's expert ability to draw from the deep historical background of cataloging theory to illuminate the potentials of library data on the Web helped win her the 2011 ALCTS Outstanding Publication Award. Here she persuasively argues that to more effectively connect library users with books, movies, music, computer games, and other resources, library data needs to move beyond FRBR towards a more integrative approach to bibliographic models. But doing so requires fundamental changes in the approach to library data. Combing a sweeping perspective with a critical eye, she assesses how we define a work in the bibliographic world. Showing how bibliographic models reflect technology and our assumed goals of libraries, she points the way ahead for catalogers and metadata specialists, providing clear explanations and analysis on such topics as library data models and their connection to technology, from early printing to relational databases and the Semantic Web; ideas and influence of leading thinkers such Lubetsky, Wilson, and Tillet, along with lesser known theorists like Tanaguchi; IFLA meetings that led to the FRBR study group, including its original charge and final report; FRBR as a conceptual model, and how that differs from data models; the FRBR document's flawed entity-relationship model and how it overlooks user needs; efforts to define a work as a meaningful, creative unit separate from the physical package; detailed analysis of the FRBR entities; and implementations of FRBR both inside and outside the library community. Coyle's articulate treatment of the issues at hand helps bridge the divide between traditional cataloging practice and the algorithmic metadata approach, making this book an important resource for both LIS students and practitioners.

An Analysis of Courses in Cataloging and Classification and Related Areas Offered in Sixteen Graduate Library Schools and Their Relationship to Present and Future Trends in Cataloging and Classification and to Cognitive Needs of Professional Academic Catalogers

Abstract: This study examines what is taught in sixteen library schools in the United States. The trends and needs of Cataloging and Classification professionals were analyzed from professional literature and compared with course descriptions. The author identifies the variety of ways that cataloging content is covered in education programs particularly the titles of courses containing cataloging content and also calls for curriculum experts to be aware of the quantitative and qualitative requirements of the profession.

Folklore Requirements for Bibliographic Records: Oral Traditions and FRBR

Abstract: SUMMARY The treatment of bibliographic information in library catalogues is biased by the primacy of printed written resources. This legitimate bias hinders oral tradition resources from being accurately described and accessed. This kind of resource is important in any society, but central in indigenous societies, at least for the comprehension of the printed written resources of these societies. The FRBR Model allows a better treatment of oral tradition works, versions, and items. It can express the essential fact that oral tradition works are independent even when their manifestations are not, collective and not anonymous, plural but not impossible to grasp. One deep doubt remains concerning the compatibility of the FRBR notion of expression and the notion of version.

An Empirical Examination of Subject Headings for Women’s Studies Core Materials

Abstract: The ACRL Women’s Studies Section Technical Services Committee investigated the assignment of subject headings to core works in women’s studies. Annotations for the works were compared with subject headings on OCLC cataloging copy, mainly created by the Library of Congress. Inadequacies were identified and traced to three sources: inadequacy of terminology, the complexities of assigning headings in interdisciplinary and/or emerging fields, and standard cataloging practices. Recommendations for amelioration of these problems are made.

Where are we and how did we get here? Or, the changing place of cataloging in the library and information science curriculum: Causes and consequences

Abstract: SUMMARY Explores factors that have influenced library and information science education over the past two decades. Emphasis is placed on cataloging instruction and particularly cataloging as a required course. Identifies the introduction of new areas of study, corresponding curricular changes, and the nature of LIS faculty as influencing the role of cataloging in the professional education of librarians. An analysis is provided of the changing perception of the importance of cataloging in professional library education programs.