Cooperative Cataloging Council

Task Group V--Cataloger Training Task Group

Final Report

INTRODUCTION

The Cataloger Training Task Group of the Cooperative Cataloging Council was charged with the development of a plan which would promote the values of timely access and cost-effectiveness in cataloging and expand the pool of catalogers who cataloged to mutually-accepted standards. The Task Group solicited comments and ideas from a wide range of librarians and library groups, many of whom helped in identifying the issues addressed in this report. The comments raised, and the Task Group's discussion of them, inevitably raised issues that are beyond the scope of the narrower focus of cooperative cataloging programs, but important to this discussion.

The report first identifies the range of issues and questions that affect training. This is followed by the strategies necessary to deal with these issues.

The first part of the charge, the development of a plan to promote the values of timely access and cost- effectiveness in cataloging, points to a number of issues associated with both the value of cataloging and with cataloger's values, as outlined in Issues, section I. A review of issues associated with the second part of the charge, to expand the pool of catalogers who catalog to a mutually accepted standard, generated questions that fall into three areas: competencies, training, and documention and tools. They are outlined in Issues, section II-IV.

Strategies for addressing the issues are outlined in terms of responsibility and arranged in three sections: National/Cooperative Cataloging Council, Institutional, and Library Schools. An appendix follows that presents a list of required skills and performance expectations for catalog librarians in a cooperative program.

ISSUES/QUESTIONS

1. Values
   • What do catalogers find most satisfying about their work and what are their goals?
   • How are catalog departments managed?
   • How are catalogers trained and revised?
   • What is the national value of cataloging?
   • How to insure that there is administrative support for training and cooperative activities?
   • How to encourage a management style that places value on:
     • independent thought
     • judgement
     • decision making?
   • How to encourage trust between catalogers and cataloging agencies?
   • How to eliminate the isolation of catalogers from other aspects of library operations?

   These issues point to the development of a philosophy for the training of catalogers:

   • Training should be defined in terms of principles; practice should be defined in terms of the intelligent use of nationally accepted standards and tools
   • Emphasis must be placed on developing judgement and decision-making skills
   • Quality cataloging must be redefined in terms of usability both to other catalogers and end users
   • The inter-relationship between the way catalogers are trained, the way they are revised, and the way they are managed is critical to the way they catalog
   • Libraries need to create an environment where a catalog librarian can flourish and develop
   • An important aspect of recruiting more catalogers is to make cataloging a desirable profession
2. Competencies
   • What are the skills needed by catalogers for participation in a cooperative cataloging program?
   • What are the performance expectations of catalogers in a cooperative program?
   • Who is responsible for providing the necessary training?
3. Training
   • Lack of identified trained trainers
   • Lack of widely-available training programs
   • Confusion over roles in the training process--library schools, employers and catalog librarians
   • Approaches to training vary greatly in effectiveness
   • Insufficient administrative support (financial, time, and acknowledged value) for training and re-training?
   • Certification, or What constitutes being trained?
4. Documentation
   • The lack of good 'user-friendly' documentation
   • The need to provide an environment and tools that encourage effective cataloging
   • The lack of agreed upon standards for original cataloging and national editing standards
   • Lack of automation of original cataloging processes

STRATEGIES

Strategies for addressing these issues are outlined in terms of responsibility, with the Cooperative Cataloging Council, catalog departments and their parent libraries, and library schools involved in the development and implementation of a comprehensive and effective cataloger training program.

1. National responsibility/Cooperative Cataloging Council

   There is a national responsibility to develop a national, coordinated plan or program for the training of catalog librarians. The program should place emphasis on training for judgement and decision-making and require interaction between the trainer and cataloger. This style of training does not lend itself to computer-based-training (CBT), although CBT's could be used to reinforce aspects of face-to-face training. There are four areas where the Cooperative Cataloging Council or other national body can assist in the development of a plan: in the sponsorship of training programs and drawing attention to their importance, in offering assistance with institutional training, in encouraging the development of cataloger work-stations, and in overseeing the preparation of documentation.

   Training Programs

   Training programs that focus on the following areas should be developed:

   Subject analysis and the use of Library of Congress Subject Headings

   Cataloging for an OPAC:
   judgement
   analysis of data
   principles
   issues of retrieval

   Cataloging Standards (developed by Cooperative Cataloging Council)
   National editing standards/guidelines

   Authorities

   • Train-the-trainer programs should be instituted regionally and in-house, and incorporate methods for teaching adult learners
   • Make extraordinary efforts to identify and recruit trainers and then provide them with the tools necessary to accomplish the goals of the program
   • Recognize participation in the national training program as a requirement for participation in the national coordinated cataloging program
   • Work with ARL directors to foster effective cataloger training programs; prepare a white paper for library administrators on the importance for a national cataloger training program
   • Encourage OMS seminars that address cataloger training needs and methods
   • Use state and regional organizations to further the goals of the Cooperative Cataloging Council
   • Encourage the placement of articles in OCLC and RLIN newsletters
   • Educate others on the importance of cataloger training
   • Encourage other groups that provide training to share its philosophy of training
   • Coordinate cataloger training programs with other meetings and programs
   • Insure that Cataloger Training be a permanent, ongoing program and a group charged with oversight responsibility and a mechanism for evaluation

   Assistance with Institutional Training

   • Model training programs should be developed for:

     New staff with no previous experience
     Experienced/mature staff requiring a re- orientation
     Subject/language specialists with no cataloging experience

   • Prepare scripted/packaged training programs with training materials to be made available to trainees for local and regional use
   • Create an archive of local procedures that could be shared via FTP

   Cataloger Workstations

   • Encourage the development of efficient high-quality cataloger workstations that:

     Provide access to multiple databases and encourage development of TLP/Etherterm abilities so that catalog librarians can work online
     Design and mount 'pop-up' files (i.e. code lists)
     Use word-processing capabilities (i.e. cut/paste) and multi-tasking

   • Encourage the development of online tools for workstation use (i.e. AACR2 and classification schedules)

   Documentation

   • Develop 'user-friendly' documentation. Models are the Conser Editing Guidelines, the soon-to-be-released NACO Manual, much of the OCLC documentation, particularly the style and examples. The new documentation should integrate rules and format. The following documents are needed:

     Standards for Original Cataloging
     National Editing Guidelines
     Subject Manual (revision of LC manual)
     LC Classification Manual (new)
     A national coordinated cataloging program cataloging service bulletin (in standard size)
     Guidelines that address non-vanilla procedures (i.e. non-book)

   Standardization should be encouraged in new documentation

   • In the absence of the general availability of high- powered, networked workstations, paper documentation should continue to be made available in loose-leaf format because it is most usable.
2. Institutional responsibilities
   • Adopt an approach to training that places an emphasis on judgement, decision making and respect for the decisions of others. This may require some significant changes in current process of training and revision that stresses conformity
   • Support/participate in national programs for catalog librarian training
   • Help redefine a quality catalog record in terms of function and access
   • Recognize the value of training as a professional contribution both locally and nationally
   • Define the role and level of participation in national cooperative programs
   • Support and promote ongoing continuing education for catalog librarians
   • Develop staff to participate in a cooperative program.

     Performance expectations of catalog librarians in a cooperative program:

     Catalog effectively and efficiently in a variety of print and non-print formats
     Implement an effective quality control program for cataloging
     Understand the OPAC implications of cataloging decisions and practices
     Create plans for bibliographic control that incorporate developments in bibliographic networks and national training programs
     Apply group and interpersonal skills
     Effectively train others
     Generalists must have a good working knowledge of classification systems and thesaurus construction; subject specialists need a substantial knowledge in the subject area involved and a good working knowledge of current reference sources.

     Provide for ongoing professional development by:

     Providing a professional literature collection
     Encouraging librarians to be networked to keep abreast of professional practice
     Providing Internet access and training
     Providing E-mail
     Providing word-processing training and capability
     Providing local documentation and procedures including processing workflow

   • Catalog Department managers should:

     Understand the values that motivate catalogers
     Empower staff to make responsible decisions
     Be concerned with how to effect change in a supportive way
     View training as important
     Develop trainers
     Rethink processes for revision
     Encourage discussions between public service staff and catalog librarians
     Use guest speakers to stimulate discussion

3. Library Schools
   • Library schools should be responsible for providing a theoretical basis for organization and retrieval. The program should include instruction in the following concepts:
     • A theoretical basis for organization including original cataloging in accordance with national standards, classification systems, methods for subject analysis, and thesauri construction
     • The use of bibliographic records and their interaction with the various components of an integrated system
     • The use of bibliographic records by library staff and patrons and an awareness of how cataloging decisions affect retrieval
     • Theories of information retrieval and how searching techniques fit into a bibliographic record construct
   • Programs should focus on professional and decision- making skills
     • Management principles including supervisory and training skills and techniques for motivation and team building
     • Awareness of national cooperative ventures (i.e. NACO, NCCP, CONSER, etc.) and local implications
     • Familiarity with new and developing technologies
     • Awareness of publishing industry and current trends
     • Basic statistical and research methods and cost modeling
     • Time management skills
   • Training should stress principles and provide a foundation for effective decision-making
   • Encourage faculty participation in national discussions of cataloger training
   • Sponsor continuing education programs that focus on catalog librarian training and include current awareness in information retrieval, standards, etc.
   • Demonstrate that cataloging is a desirable and rewarding field by recruiting motivated and knowledgable library school faculty
   • Recruit faculty with experience in current cataloging practices

A theoretical basis for organization including original cataloging in accordance with national standards:

AACR2
LCRI
USMARC Format for Bibliographic Data
USMARC Format for Authority Data
USMARC Format for Holdings Data
Library of Congress Subject Headings
Library of Congress Subject Cataloging Manual
Library of Congress classification schedules
Dewey Decimal Classification system
Cutter-Sanborn Tables/LC Author Numbers
ALA/LC Filing Rules

Knowledge of classification systems

Knowlege of methods for subject analysis and thesauri construction

Management principles including supervisory and training skills and techniques for motivation and team building

Knowledge of bibliographic records and their interaction with the various components of an integrated system

Understanding of how bibliographic records are used by library staff and their patrons and an awareness of how cataloging decisions affect retrieval

Theoretical basis for retrieval and how searching techniques fit into a bibliographic record construct

Awareness of national cooperative ventures (i.e. NACO, NCCP, CONSER, etc.) and local implications

Familiarity with new and developing technologies

Awareness of publishing industry and current trends Basic statistical and research methods and cost modeling

Time management skills

The following are minimum performance expectations of librarians in a national cooperative cataloging project:

Catalog effectively and efficiently in a variety of print and non-print formats

Understand the OPAC implications of cataloging decisions and practices

Understanding of control and resource sharing implications for a broad range of users

Create plans for bibliographic control that incorporate developments in bibliographic networks and national training programs

Apply group and interpersonal skills

Effectively train others

In addition to the expectations listed above, the following may be desirable or required of department heads and higher level cataloging staff:

Write indexing specifications for MARC loaders in local automated systems

Implement an effective quality control program for cataloging

Develop and outline projects for enhancement of bibliographic access to specialized collections or alternative forms of access

Perform cost analysis of operations

Write specifications for vendor bibliographic services

Evaluate bibliographic and authorities automation modules

Interpret and apply studies of patron use of opacs

Market the customer service aspect of cataloging and engage in a dialog with public service staff and library patrons

• Regarding the 'white paper' for library administrators: "It would be of tremendous value generally to have a document which stated in terms understood by administrators (mostly dollars) why quality cataloging and authority work is cost- effective, if for no other reason than to counter the idea that you buy cataloging off-the-shelf, load it into your local machine and it is instantly coordinated, accurate, and cheap! We need to spend more time on a really effective nationally supported strategy to get the resources to do all the great things you describe. Such a paper would, at the same time, make clear the value of the cataloger to the operation of libraries and attract the bright minds we need."
• Under training programs, a suggestion was made to consider asking ALA to offer C.E. Credits. One Task Group member responded: "I wouldn't touch that one with a ten-foot pole!"
• From Ed Glazier at RLG a couple of questions: "Did the Task Group discuss whether there is any expectation of a role for the utilities in training and documentation?"

  While the Task Group did not specifically address the role of the utilities, we recognize that they have in fact played a leading role in the area of training, and will continue to do so. It is certainly not our intent to exclude them.

• "The report seems to focus on the care and feeding of the OPAC and its interaction with national level records. While more and more libraries are getting OPACs, there are still some who continue to use utilities for original and copy cataloging. Was there any thought given to recognizing this category in the report?"

  The Task Group did make a conscious effort to exclude those libraries that do not contribute to a national utility. It would seem however, that the above-mentioned group would be included in a national training program if an administrative decision was made to follow the Cooperative Cataloging Council recommendations and adopt the approach to training that is outlined in this report.

• I believe that your report is very thorough. Perhaps we can get Hilary Rodham Clinton to help figure out how to fund the necessary training!