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.
ALA Council. (2009). ALA’s core competencies of librarianship. Retrieved from http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf
Alajmi, B., & ur Rehman, S. (2016). Knowledge organization trends in library and information education: assessment and analysis. Education for Information, 32(4), 411–420. https://doi.org/10.3233/EFI-160084
Berners-Lee, T. (2006, July 27). Linked data. Retrieved from https://www.w3.org/DesignIssues/LinkedData.html
Boettcher, J. V. (2010). The online teaching survival guide: simple and practical pedagogical tips (1st ed.). San Francisco: Jossey-Bass.
Calhoun, K. (2007). Being a librarian: metadata and metadata specialists in the twenty‐first century. Library Hi Tech, 25(2), 174–187. https://doi.org/10.1108/07378830710754947
Carlin, A. (2009). Segmented professions: further considerations of theory and practice in LIS and librarianship. Library Philosophy and Practice, 294. Retrieved from http://digitalcommons.unl.edu/libphilprac/294
Cole, T. W., Han, M. K., & Schwartz, C. (2018). Coding with XML for efficiencies in cataloging and metadata: practical applications of XSD, XSLT, and XQuery. Chicago: ALA Editions.
Dull, M. E. (2011). Cataloging education and cataloging futures: an interview with Allyson Carlyle. Serials Review, 37(2), 116–119.
Gorman, M. (2002). Why teach cataloguing and classification? Cataloging & Classification Quarterly, 34(1–2), 1–13.
Hsieh-Yee, I. (2002). Cataloging and metadata education: asserting a central role in information organization. Cataloging & Classification Quarterly, 34(1–2), 201–220. http://doi.org/10.1300/J104v34n01_12
Hsieh-Lee, I. (2004). Cataloging and metadata education in North American LIS programs. Library Resources & Technical Services, 48(1), 59–68.
Hsieh-Yee, I., Vellucci, S., Moen, W. E., Miksa, F., & Hillmann, D. I. (2006). Building a digital teaching commons to enhance teaching, learning and research: the MERIC experience and challenges. Proceedings of the American Society for Information Science and Technology, 43(1), 1–7. Retrieved from https://asistdl.onlinelibrary.wiley.com/doi/full/10.1002/meet.14504301101
IFLA Study Group. (1998). Functional requirements for bibliographic records, final report. Retrieved from https://www.ifla.org/files/assets/cataloguing/frbr/frbr_2008.pdf
Joudrey, D. N., & McGinnis, R. (2014). Graduate education for information organization, cataloging, and metadata. Cataloging & Classification Quarterly, 52(5), 506–550. https://doi.org/10.1080/01639374.2014.911236
Moulaison, H. L., Rathbun‐Grubb, S., Abbas, J., Greenberg, J., La Barre, K., Rodríguez, E. M., … Šauper, A. (2012). Emerging trends in metadata research. Proceedings of the American Society for Information Science and Technology, 49(1), 1–4. https://doi.org/10.1002/meet.14504901174
Olson, Hope A. (1997). Thinking professionals: teaching critical cataloging. Technical Services Quarterly, 15(1-2), 51-66. https://doi.org/10.1300/J124v15n01_06
Omekwu, C. O., & Eteng, U. (2006). Roadmap to change: emerging roles for information professionals. Library Review, 55(4), 267–277. https://doi.org/10.1108/00242530610660816
Pedagogy. (2019). In Oxford English Dictionary. Retrieved March 2, 2019, from https://www.oed.com/
Riva, P., Bœuf, P., & Žumer, M. (2017). IFLA Library Reference Model, a conceptual model for bibliographic information. Retrieved from https://www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017_rev201712.pdf
Rousidis, D., Garoufallou, E., Balatsoukas, P., & Sicilia, M.-A. (2015). Evaluation of metadata in research data repositories: the case of the dc.subject element. In Garoufallou E., Hartley R., Gaitanou P. (Eds.), Metadata and Semantics Research. MTSR 2015. Communications in Computer and Information Science, vol. 544 (pp. 203–213). Springer, Cham.
Saumure, K., & Shiri, A. (2008). Knowledge organization trends in library and information studies: a preliminary comparison of the pre- and post-web eras. Journal of Information Science, 34(5), 651–666. https://doi.org/10.1177/0165551507084300
Theory, n. (2019). In Oxford English Dictionary. Retrieved March 2, 2019, from https://www-oed-com.eres.library.manoa.hawaii.edu/view/Entry/200431?redirectedFrom=Theory#eid
This work is licensed under a Creative Commons Attribution 4.0 International License.