White Paper on PCC Role in Continuing Education for Catalogers
prepared for PCC Policy Committee Discussion (November 2001)
by Jean Hirons and Carol Hixson
Contents:
1. Current status of instruction and continuing education for catalogers
in the United States and Canada.
Library schools
"The sky is falling! The sky is falling!" or so institutions
hiring entry-level catalogers have been crying for some time, as they lament
the lack of cataloging knowledge of recent MLS graduates. Lynn Howarth, Dean
of the Faculty of Information Studies at the University of Toronto, writes
in a recent article that, "At the 1999 ALA Congress on Professional Education,
entry-level cataloging education was identified by employer institutions as
particularly problematic, and inadequate to sustain staffing requirements for
libraries in the United States." [1]
Howarth further notes that, "In the past dozen years, a number of
programs of library and information science/information studies (LIS/IS)
have moved to delist cataloging from their core curriculum, to make the
introductory level course an elective, and in some cases to eliminate advanced
level courses, or, at minimum, to substantially reduce the number of cataloging,
classification, and subject analysis electives available beyond the first
level. In other cases LIS/IS programs have significantly "reinvented" traditional
cataloging courses, focusing on organization of information, or, more recently,
knowledge organization." [2] Jodi Lynn Spillane supports Howarth's
assertions, citing a 1976 study that showed that 70% of library schools
at the time required at least one cataloging course.
Citing a 1986 study and her own research from 1998, Spillane notes that
between 1986 and 1998, even though there were more schools offering "cataloging-related" courses,
the number requiring even one such course dropped from 78.2% to 55.4%.
Like Howarth, Spillane also points out that many of the so-called cataloging-related
courses are actually broader indexing and abstracting or technical services
courses. Spillane cites a study by Sherry Vellucci that challenges the
adequacy of such integrated courses for conveying useful information for
catalogers.[3] It is clear that these studies back up the popular assertion
that library schools are simply not providing adequate instruction in cataloging
skills to enable an MLS graduate with no prior experience to be able to
handle even an entry-level cataloging position without substantial in-house
training. The basics of AACR2, MARC, authority control, subject analysis
and classification are not being covered by many library schools.
A further consideration is that even when library schools do provide
excellent cataloging courses, they still aren't sufficient for the day-to-day
needs of working catalogers. Continuing education courses have the advantage
of being more practical and focused and can address the specific and immediate
needs of catalogers.
Cataloger perceptions
In the fall of 2000, the SCT Task Group on Educational Needs of the Cataloging
Community conducted a survey to learn the types of training and continuing
education that practicing catalogers wanted. The results of that survey identified
a few key areas (in addition to special formats cataloging) in which a majority
of the survey respondents felt the need for training. The five most frequently
identified areas were: name authorities, subject authorities, descriptive
cataloging, subject cataloging, and classification.[4-5] In their final report,
the TG recommended that courses in these areas be developed, following the
SCCTP model. [5]
Bibliographic networks
For years, OCLC regional networks have been providing a great deal of cataloging-specific
training for their members.[6] This typically includes courses in MARC tagging,
searching the databases, entering records, OCLC systems and software, such
as CatME and CORC, and special format cataloging. It rarely includes courses
on subject analysis, classification, authority control or general descriptive
cataloging (AACR2 principles). And, since 1999, networks have sponsored many
sessions of SCCTP's Basic Serials Cataloging Workshop and now the Serials
Holdings course. Sometimes the larger networks, such as BCR, Solinet, or
OCLC Western, have such courses on their roster. However, they are offered
infrequently and not in many locations. When such courses are offered, the
cost is typically $150-$250 per person. As OCLC broadens its products and
services, training needs for other areas are also expanding. Most of the
network training programs are not able to keep up, even though they rely
heavily on practitioners to develop and present the workshops.
At the Annual Conference of the American Library Association this year,
Jean Hirons, Larry Alford, Ana Cristán and Carol Hixson met with a
group of OCLC network training coordinators to discuss their perception of
the need for cataloging training and continuing education. The overwhelming
response heard at that meeting was that they enthusiastically supported the
SCCTP model and that they agreed with the five major topics that had been
identified by TG survey respondents. They indicated that they would like
to have consistent content to present to their members and would enthusiastically
support and utilize any courses developed by the PCC.
Library associations,
etc.
Some special library associations provide training in bibliographic control
for materials in specialized formats. OLAC (Online Audiovisual Catalogers,
Inc.) and MOUG (Music OCLC Users Group) are two such groups that often provide
workshops in conjunction with membership meetings or separately (see http://ublib.buffalo.edu/libraries/units/cts/olac/conferences/2000.html).
NASIG (North American Serials Institute) often sponsors training for its
members and has provided consistent support for the SCCTP. Regional or state
library associations sometimes also sponsor training workshops as a pre-conference
or a program in conjunction with membership meetings.
Program for Cooperative Cataloging and Library of Congress
The PCC provides training for its participants within the United States
and around the world. There are, of course, the formal training sessions
for libraries wishing to join BIBCO, CONSER, and NACO. These sessions rely
heavily on current PCC participants to provide training and handle the review
of records. Many of the trainers and reviewers are also employees of the
Library of Congress. At this point, series NACO training is handled exclusively
by Judy Kuhagen, whether at LC or on-site at another institution. SACO workshops
conducted by LC staff have recently been held in conjunction with ALA meetings.
LC Coop Team members have all traveled extensively in the past few years
to conduct PCC-specific training within the United States and overseas.
More and more, LC employees are being asked to provide generalized training,
in addition to PCC-specific training. Ruta Penkiunas, Coop Team Leader, conducted
a workshop on authority control for Palinet within the past year. LC CPSO
and Coop Team members are preparing training on LCSH and other topics at
the Library in May 2002 for a number of Latin American librarians. LC CPSO
staff provided training in LCSH to Casalini staff in 2001. In addition, Anthony
Franks and Jean Hirons provided NACO and CONSER training, respectively, in
the United Kingdom. Some of the documentation that supports these training
efforts is provided largely by LC staff with contributions from Program participants
(NACO and CONSER); some is provided largely by Program participants with
contributions from LC staff (BIBCO Training Manual, SACO Participants' Manual,
BIBCO Participants' Manual).
ALCTS
The Association for Library Collections and Technical Services of the American
Library Association has placed a major emphasis on continuing education in
the past two years, as outlined in a position paper in June 2000.[7] The
ALCTS Education Committee has been charged to identify suitable topics for
continuing education, as well as the people who can pull together workshops,
pre-conferences, and programs. Some of the topics identified by ALCTS members
relating to cataloging are: basic and practical cataloging, subject analysis,
and LC classification. ALCTS is specifically targeting paraprofessionals
for much of this training, having ascertained that many of the people carrying
out technical services work in libraries today are paraprofessionals who
are have not attended library school or received a MLS. To date, no cataloging
related courses have yet been developed by ALCTS as part of this initiative.
A pilot project between the ALCTS Subject Analysis Committee and the PCC
Standing Committee on Training is underway to attempt to develop a course
on subject analysis.
2. Who Is Doing the Cataloging in PCC and Other Libraries?
Anyone working in cataloging today is aware of the fact that much of the
work is being done by staff without an MLS. While many of the paraprofessionals
doing cataloging have advanced degrees in one subject or another, most of
the cataloging knowledge they have has been acquired on the job. In a recent
article looking at levels of cataloging performed by and qualifications expected
of paraprofessional catalogers in ARL libraries, Sever Bordeianu and Virginia
Seiser [8] note that paraprofessionals currently constitute between 50 and
85 percent of the library workforce. They cite a 1995 survey which documented
that 77% of ARL respondents utilized paraprofessionals in some aspect of
original cataloging. In a 1992 study, over 90% of ARL respondents assign
copy cataloging to paraprofessionals, 51 % assign original description, and
36% assign original description, subject analysis and classification. According
to the authors, most libraries rely on in-house training programs for paraprofessional
catalogers. Their own 1998 survey found that 67% of libraries utilize paraprofessionals
for original cataloging.
In a recent survey to the BIBCO discussion list, it was found that 73% of
the 22 responding BIBCO libraries utilize paraprofessional catalogers in
their BIBCO operations and almost all of the training provided for these
staff is done in-house. Respondents to the 1998 SCCTP survey also made it
clear that paraprofessionals are the target audience and participation in
the workshops has proved this to be true. Many of the catalogers currently
contributing to PCC programs, as well as many prospective PCC catalogers,
are paraprofessional catalogers who have not studied cataloging in any formal
program.
3. The Success of the SCCTP Model
The SCCTP model consists of the following components: 1) course development
by experts in the field, funded by LC's Cataloging Distribution Service (course
developers receive a contract) and monitored by the CONSER Coordinator; 2)
training of experienced librarians to give the workshops; 3) working with
training providers to sponsor courses and listing those workshops on the
SCCTP Web site; 4) ongoing evaluation and review based on course evaluations
and comments from trainers. In addition, there is an SCCTP Advisory group
which provides ongoing oversight.
Two courses are currently being given: Basic Serials Cataloging and Serial
Holdings Workshops. Two more courses are under development for 2002: Advanced
Serials Cataloging and Electronic Serials. These will form the core of SCCTP
courses. Developing distance learning and a mentoring program are possible
next steps, along with keeping course materials current and training more
trainers.
Success of SCCTP can be attributed to a number of factors:
Meeting a defined need
First of all and most critically, it has fulfilled a defined need. SCCTP
surveyed the library community and learned what we expected: that serials
cataloging instruction was sorely needed and at many different levels. Serials
and other specific types of cataloging instruction is often not available
in library schools (at least not in depth). Furthermore, it is the often
the case that a cataloger does not realize that such instruction is needed
until he/she is on the job. The survey also made it clear that most of the
staff who catalog serials do not catalog them exclusively and that continuing
education courses are the best means for fulfilling training needs.
Training by experts
Comments from workshop attendees make it clear that being trained by those
with day-to-day experience is a real plus. SCCTP trainers can share their
own working experience and some volunteer to provide follow up support.
Use of standardized and authoritative materials
The materials have to be developed only once and can be revised as needed.
And because they are developed by CONSER, they bear an authoritative "stamp
of approval". The trainee manual of the Basic Serials Workshop has been
revised and by moving to distribution in PDF, changes can be more readily
made.
Training providers sponsor workshops
Leaving the work of planning and conducting the workshops to networks and
library associations has been a major factor in the success of the program.
While course development takes time and significant effort, once it is done
and the trainers are trained, there is little for the coordinating staff
to do! At this point, a variety of training providers take over by planning
dates and locations, selecting trainers, advertising the course, and providing
all of the logistical support for the workshop. Many workshops can be given
with a minimum amount of work on the part of the coordinating staff.
Affordable training at the local level
By marketing the courses to a variety of sponsors, SCCTP is able to bring
workshops to the very local level at costs that are affordable. Some have
been as inexpensive as $40 to $50. Local library associations and institutional
sponsors have been particularly successful in this area. And, while there
has been a wide range of costs, there has never been any complaint about
this range. Participants are happy to have a workshop in their area and the
cost of the workshop seems less important.
Format of workshops
SCCTP has developed in-person workshops rather than relying on distance
learning, based on survey preferences. Developing distance learning alternatives
is definitely in the plans. However, it has been clear that for difficult
topics like serials cataloging, workshops are the preferred method of teaching.
We should not underestimate the need for face-to-face instruction and the
opportunities for personal networking that such workshops afford.
Enthusiasm of the serials community
SCCTP has benefited from the enthusiasm of the serials community. CONSER
and non-CONSER catalogers alike have volunteered to develop materials, become
trainers, and serve as reviewers and advisors. In fact, most trainers are
not CONSER members, but three institutions associated with SCCTP have subsequently
joined CONSER.
Collaboration with a number of partners
SCCTP has worked collaboratively with a number of different organizations:
PCC, ALCTS, NASIG, and OCLC and its regional networks. Howarth notes that "the
SCCTP is ... an exemplary model for continuing professional development in
that it has emphasized cooperation, and built on existing collaborative educational
infrastructure. ... Constrained by a relatively modest budget, the SCCTP has,
nonetheless, "thought big," but "acted small," building
incrementally on a base program, and iteratively enhancing existing modules
as serials, serials cataloging, and serials standards continue to evolve." [9]
4. Challenges of the SCCTP Model.
At the continuing education forum noted above, Laura Kimberly, training
coordinator at AMIGOS and advisor to SCCTP, noted that SCCTP's strength was
its grass roots nature and that its biggest challenge was its grass roots
nature. She was very astute! Indeed, many of the strengths above are also
sources of challenge.
Course development
For instance, while professionals in the field develop courses, these cataloging
professionals are not professional training developers. The resulting drafts
have often been too lengthy, too complex, too wordy, lacking in appropriate
examples, and so forth. SCCTP has been fortunate in having very dedicated
and patient course developers, excellent reviewers, and it has also tested
its courses before finalizing them. But the development of well-designed
courses has been time-consuming and never easy.
Trainers
Another problem is that some of the trainers are better than others. While
trainers were required to submit applications with references to attest to
their cataloging experience and training abilities, not all have been fully
qualified. Luckily, this has not been the case with the majority. However,
finding good trainers has been something of a challenge. OCLC network staff
are also afraid of wearing out the good trainers and say they could use many
more!
Program coordination
Coordination of the program is also a challenge in that it rests on the
CONSER Coordinator and CONSER Specialist. The program was developed at a
very busy time of AACR2 revision and finding the time and energy to devote
to the program has at times been difficult. Attention to the program is sporadic
and there is no support for administrative and clerical tasks.
Funding
By far the biggest challenge has been the funding. Since SCCTP does not
sponsor the workshops, it does not receive any direct financial benefit from
them. Initial funds ($5000) were donated by NASIG for course development,
but federal rules prohibited its use and it was decided that CDS would fund
the development and that it would also distribute the materials. NASIG funds
were then used to support the train-the-trainer sessions. Recent efforts
to develop a more sound funding model have drawn support from the OCLC networks,
which have agreed to help cover some of the costs of train-the-trainer sessions,
but there is still no real supply of ready funds. Honoraria donated to the
PCC fund will be an important source of SCCTP funding for the coming year.
5. Role of the PCC
Brian Schottlaender once said that the role of the PCC is the "business
of cataloging." This implies a broader vision than cooperative cataloging
programs alone. In its mission statement, the PCC defines its role as: " to
cooperatively increase the timely availability of authoritative records created
and maintained under accepted standards, to facilitate the cost-effective
creation and use of these records, and to provide leadership in the national
and international information community." The PCC has made great inroads
in cooperatively increasing the timely availability of authoritative records
created and maintained under accepted standards, through the four components
of the Program and the supporting work of the Standing Committees on Automation,
Standards, and Training. Contributions of PCC libraries increase every year
and have greatly increased the availability of authority and bibliographic
records according to accepted standards. Many libraries accept all PCC-generated
records as being the equivalent of Library of Congress records and utilize
these records with no modification in order to process their materials more
rapidly. Furthermore, by providing authoritative and easily understood documentation,
such as the CONSER Editing Guide and CONSER Cataloging Manual, catalogers
around the world are able to catalog to PCC standards.
The PCC has also done a great deal to facilitate the cost-effective creation
and use of the records. The Standing Committee on Automation has played a
key role in this effort by identifying projects that cried out for an automated
solution and working with vendors and other groups to streamline record creation
and loading. The Standing Committee on Standards has also been fundamental
to PCC progress in this area of its mission, by developing the core standards
which initiated discussions and examinations of inefficient practices in
libraries across the country, including the Library of Congress. The Standing
Committee on Training also played a key role in working with ALCTS to develop
the Cataloging Now institutes to foster a more efficient, user-centered approach
to record creation.
The PCC has the opportunity to play a greater role in providing leadership
in the national and international information community, the last aspect
of its self-defined mission. The PCC has made significant progress in this
area with the standards developed, new tools and processes investigated and
implemented, and broad discussions of the value and efficacy of cataloging.
Library of Congress staff also play a leadership role nationally and internationally
by the questions that are answered by CPSO, Serial Records Division, the
Coop Team, and individual cataloging teams on a daily basis and by the training
that so many within LC provide. However, CONSER forged the path for a new
way of providing this leadership in the development of the SCCTP workshops.
By responding to a defined need and providing basic serials cataloging
training that could be utilized in a variety of locations at a reasonable
cost, CONSER has become strongly identified as the place
where serials cataloging needs are being met. The need for basic cataloging
training in authority control, descriptive cataloging, subject analysis,
and classification has been identified. The failure of library schools and
other groups to provide systematic, reliable training in these areas has
been documented. Furthermore, such training is even more useful on the job.
The PCC is in a unique position to expand its leadership to the cataloging
community at large by working to develop other training programs geared to
all catalogers, whether currently members of the Program or not.
6. Benefits of PCC Involvement in Continuing Education
It should be clear now that this is a win-win situation where everyone benefits.
There are benefits for the library community, for PCC libraries and the Library
of Congress, and for the PCC as a program. There are also benefits for those
who participate in the training programs and those who provide training to
the library community.
Library community
Programs such as SCCTP are democratizing library continuing education. No
longer is it only library professionals who attend conferences and who can
afford expensive training who are receiving the training. Training is being
conducted by local library associations from northern Vermont to southern
Texas, and in Canada, Mexico and abroad. Libraries that lack serials expertise
now have a means of training their staff that previously did not exist. This
need extends to all aspects of cataloging and a broadened program would only
be a plus.
LC and PCC libraries
In all libraries, including LC, there is a clear need to rely on cataloging
copy whenever possible. By providing training to all catalogers, we raise
the level of expertise and the level of copy. Furthermore, we raise the level
of confidence and the likelihood that copy will be contributed to utilities
such as OCLC. And by providing consistent training that is based on national
standards, we further the likelihood that contributed copy will be good enough
to meet the needs of all. In short, developing this type of training will
save money for us all!
Utilities
Utilities, such as OCLC and RLIN, rely on the copy contributed by their
participants and to a large extent, they are have little control over the
quality of records contributed. The usefulness of databases, such as Worldcat,
is directly proportional to the availability of copy, quality of records,
and lack of duplication that can cause lengthy and complex searches. Providing
quality training to any contributor to such utilities, rather than just BIBCO
and CONSER members, not only assures better quality copy for PCC libraries
but enhances the overall quality of the OCLC and RLIN databases. OCLC's recent
restructuring and renewed focus on its database made it clear that quality
of its content is a top priority.
Individual contributors
One of the reasons behind the development of SCCTP was the desire to find
a way to pass on serials expertise to the coming generations of catalogers.
An unexpected plus was that for some catalogers, SCCTP provided a professional
activity that suited their personalities and skills. One trainer confided
that she hated committees but loved training and that SCCTP gave her the
professional outlet that she had always desired. Providing this opportunity
for trainers while providing the mechanism for keeping the profession alive
is a true benefit of such training.
Training providers
Some have expressed concerns that PCC's involvement in developing training
might encroach on the turf of those in the business of providing such training.
In fact, this has not happened and training providers, such as the OCLC networks
and library associations, have indeed benefited from SCCTP courses. Because
they are able to use SCCTP trainers and course materials, they are better
able to meet the needs of their constituents while also being able to remain
financially viable. Such courses also do not overlap with those provided
by library schools, but instead complement them.
PCC
PCC as a program will benefit from the positive image that it will receive.
CONSER has only gained from SCCTP, both in image and in members. Furthermore,
CONSER has been able to extend its boundaries through SCCTP, bringing in
many non-CONSER participants whose institutions may not be in a position
to participate, but who as individuals can contribute their skills and experience
as trainers and course developers. Providing workshops based on national
standards also makes participation in national programs seem less daunting
and broadens application of standards.
7. What would be needed?
One of the greatest obstacles to having the PCC play a greater role in basic
cataloging training and continuing education is coordination of the effort.
Currently, LC and other PCC libraries devote a great amount of time and effort
to training catalogers in the basic principles, whether through formal presentations,
documentation, FAQs on Web sites, or answering questions informally. The
Standing Committee on Training has a key role to play in this effort: clarifying
needs, identifying experts to prepare content, assisting with documentation.
However, with frequently changing membership on the SCT it cannot play an
effective coordination role over the long term.
The SCT also cannot fulfill over the long term the need to have course content
archived and made available centrally. A centralized coordinator could: 1)
track the variety of training efforts, within LC and beyond; 2) develop a
structure for developing course content; 3) pull together individuals and
groups to develop content; 4) oversee payment of contracts to course developers,
when needed; 5) centrally arrange for the archiving and distribution of documentation
and training materials, working with CDS and others; and 6) oversee ongoing
evaluation and revision of the materials.
The other major obstacle to this effort is funding. We must find a way for
the workshops to generate revenue that could be fed back into new course
development and documentation. Adding a development fee to the cost of materials
has been suggested for SCCTP, but conversations with CDS concerning this
were not positive. Further discussion is needed in this area. Setting up
a separate PCC Continuing Education fund to which such revenue and donations
could be contributed also seems wise.
References
- Howarth, Lynne C., "(Re) making the Serials Cataloger: the SCCTP
Within an Educational Framework" Cataloging & Classification
Quarterly, vol. 30(4) 2000: 31-32.
- Ibid, 31.
- Spillane, Jodi Lynn, "Comparison of Required Introductory Cataloging Courses,
1986-1998" Library Resources & Technical Services vol. 43(4):
223-230.
- Task Group on Educational Needs of the Cataloging Community: Interim Report http://www.loc.gov/catdir/pcc/tgedneedsinterim.html
- Task Group on Educational Needs of the Cataloging Community: Final Report http://www.loc.gov/catdir/pcc/tgeduneedsfinal.html
-
The following are some Web sites of OCLC network workshop offerings:
- ALCTS and Continuing Education http://www.ala.org/alcts/now/ce.pdf
- Bordeianu, Sever and Seiser, Virginia, "Paraprofessional Catalogers
in ARL Libraries," College & Research Libraries vol. 60 (6):
532-540. 9) Howarth, p. 34-35.
- Howarth, p. 34-35.
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