EDUCATION FOR SPECIFIC PURPOSES [chapter]

2014 Education for Cataloging and the Organization of Information  
and expectations leading to a reconsideration of education for bibliographic control. The papers in this collection were solicited with that in mind. The four authors contributing papers to the section "A Matter of Opinion" were asked to consider some of the issues that have traditionally plagued cataloging instruction, and to express opinions about them as provocatively as they wished. Michael Gorman addresses the most basic issue of all: whether cataloging should be taught. Sheila S. lntner
more » ... ckles the theory vs. practice issue, discusses how education for handling different materials formats should be handled, and also considers the appropriate setting for cataloging education. Heidi Lee Hoerman asks why so many people hate cataloging, and suggests both reasons and solutions. Robert P. Holley proposes ways in which cataloging education can be made both more effective and more interesting. In the next section, "The Context," papers set the context in which education for cataloging and bibliographic control must operate today. Those who employ catalogers have been aware for some time that the supply of qualified catalogers is insufficient to meet their needs. Stanley J. Wilder's exploration of the demographics of librarians, especially catalogers, confirms that perception, and suggests that the worst is yet to come. Beginning in the 1980s there have been numerous surveys of curricular offerings in cataloging and classification. Daniel N. Joudrey's detailed survey, from which he provides extensive data and draws interconnections, provides concrete information about the status of cataloging instruction today. In the course of his survey, he also gathered information about which textbooks are being used in conjunction with graduate courses in cataloging related subjects. This information, originally written as an appendix to the larger paper, is presented here as a "stand-alone" companion piece. Jerry D. Saye examines cataloging instruction in accredited library programs from an entirely different perspective-that of the structure and atmosphere of library school programs, the outlook, background, and influence of the faculty, and the impact of operating within the larger academic arena. The section concludes with reports of two opinion surveys. In the first, Beatrice Kovacs and Nancy Dayton surveyed graduates of the University of North Carolina at Greensboro program on their opinions about the usefulness of their cataloging instruction. In the second, Michelle R. Turvey and Karen M. Letarte surveyed library educators, both those who taught cataloging and those who did not, on their perceptions of the importance of cataloging competencies to graduates.
doi:10.4324/9781315785837-7 fatcat:vl4obtw4lzexblq3gr4rzbofhq