A Cataloging Education

As seen on p. 12 May/June 2011 American Libraries:

Periodically there is a post on Autocat, the cataloger discussion list, with some variation on “as a single professional in a (fill in type of library), I am faced with having to catalog. I did not take a cataloging course in library school. How can I…?”

I’ve just been corresponding with one librarian with that problem, who did not even know that the Library of Congress Classification existed as a print publication. Fortunately, she is writing her library school to express her dissatisfaction at being placed in this situation.

Apart from knowing something about cataloging making one a better reference librarian or administrator, cataloging is a basic skill of librarianship, which every holder of an MLS or an MLIS should have.

Isn’t it past time the American Library Association made providing a basic introduction to cataloging a required course, as part of accreditation requirements?

-J. McRee (Mac) Elrod
Vancouver, British Columbia

After I read this recently, I wanted to shake Mr. Elrod’s hand and say “thanks!” I completely agree that focused, in-depth cataloging instruction should be an integral part of a library school degree. Cataloging informs so many other facets of librarianship, just as with reference, for example. Many students I know and have spoken with really shy away from cataloging altogether, apart from any required course for their degree.

However, many of these same individuals indicate that some form of cataloging is required for their degree. I’ve been poking around the requirements for ALA accreditation, and nowhere in what I have read is a cataloging course specifically mentioned. Regardless, these basic cataloging courses are often so shallow as to not provide any meaningful instruction in cataloging. These courses often cover both cataloging and classification, and these areas have so many facets that one cannot possibly give even a modicum of attention to the component parts of the whole concepts of both cataloging and classification. Social cataloging and tagging, MARC, XML, DCMI, LCCS, DDC, and systems are all parts of this basic course. Perhaps they should be split into two courses, so that each broad topic can be given at least some attention.

Beyond the classroom instruction, though, cataloging demands hands-on learning. Theory and memorization don’t “cut the mustard” as so much of cataloging (much to the contrary of all the rules and standards) is a use of good, consistent judgment. Setting up guidelines for consistency, documenting them, and then hewing to those standards is essential for good cataloging, and optimal machine manipulation of metadata. Creating and editing records, then having really good constructive criticism is extremely helpful. I feel extremely fortunate to have had Sam Duncan and Mary Jane Harbison at the Amon Carter Museum of American Art as my hands-on teachers and mentors for cataloging – I frequently feel as though I am standing on the shoulders of giants. I was also very fortunate to have Jian Qin and Barbara Kwasnik lead me through the theory and integration of metadata into my library school degree.

So, after al this rambling, what is it I have to say? Well, I think cataloging and classification should be two separate required courses for any student in an ALA accredited library degree. Not only should there be theory, there should be hands-on training with constructive feedback.

Well, now that I’ve said my piece, what do you think was missing from your library school education?