May/June 2006
The Bible of K-12 Cataloging: Cataloging Correctly for Kids
Tom Adamich
Intner, Sheila; Fountain, Joanna F.; Gilchrist, Jane E. (2005). Cataloging Correctly for Kids: an Introduction to the Tools (4th ed.). Chicago: ALA Editions. 128 p. ISBN: 0838935591. $32.
…The Bible of K-12 Cataloging
These words describe the fourth edition of Cataloging Correctly for Kids, a title that has benefited teacher-librarians since 1989. Like the “good book,” Cataloging Correctly for Kids contains comprehensive references to cataloging theory and practice as it applies to schools, school libraries, and education in grades K-12. Also, like the Bible, Cataloging Correctly for Kids is neatly divided into chapters containing important “hands-on” information about cataloging standards, copy cataloging, authority control, cataloging tools, cataloging vendors, subject headings, classification, and terminology. For example, when you read Deborah Fritz’s chapter on “Cataloging Correctly using AACR2 and MARC 21,” you will feel as if you’ve encountered the definitive word on the subject. Fritz outlines the structure of AACR2, highlighting each rule and the numbering used (example: AACR2 Rule 1.1B describes where to find an item’s title for the MARC record; similarly, in the Bible, Genesis 1:10 describes the first chapter of Genesis, tenth verse.) Some things never change!
While the structure of both the Bible and Cataloging Correctly for Kids have stayed the same, the K-12 cataloging world has changed rapidly over the last few decades. The development of electronic resources cataloging -- especially the inclusion of direct links to the resource itself - the URL (Uniform Resource Locator) via the MARC 856 tag -- and the advancement of cataloging non-print items ,has occurred at a record pace. Significant changes have been made to the “basic cataloging tools” – including changes to the Dewey Decimal Classification (DDC) schedules (now in its 22nd edition and available online via OCLC’s WebDewey product), the creation of Library of Congress Children’s Subject Headings (LCCH) (including online update information on the Library of Congress website -- which provides links to LC and MARC documentation), and the Anglo-American Cataloging Rules, 2nd Ed. (AACR2 – which will soon be revised and called RDA: Resource Description and Access), etc.
The similarities of Cataloging Correctly for Kids to the Bible don’t end there. In the two main “books” – the Old Testament and the New Testament – prophets with great knowledge and wisdom interpreted important rules, philosophies, and precepts. In Cataloging Correctly for Kids, the cataloging profession’s current “prophets” provide clear insight into their complex world. They make its many parts, rules, and procedures easy to understand and relevant for use in the school library setting. For example, the first three chapters (Joanna Fountain’s, “Guidelines for Standardized Cataloging for Children”, Lynne Jacobson’s “How Children Search” and Deborah Fritz’s previously-mentioned “Cataloging Correctly using AACR2 and MARC21” and “Copy Cataloging Correctly” provide the all the elements (e.g., charts listing commonly-used fields for juvenile cataloging, MARC fields used for matching, basic cataloging content information – spacing, punctuation, etc.) necessary to create original K-12-based MARC records and/or modify existing ones. Child-centered thought processes are used as the framework. Furthermore, all the authors featured in Cataloging Correctly for Kids are cataloging experts with extensive cataloging experience and impressive credentials.
Additional useful tips can be found in subsequent chapters. For instance, Joseph Miller’s “Sears List of Subject Headings” contains an informative tutorial on using the Sears’ text. (He notes the fact that, unlike the Library of Congress Subject Headings (LCSH), where every heading has been established, Sears uses select headings that serve as “patterns” for similar headings – ex. “Dogs” includes a note for the teacher-librarian to create headings for different types of dogs – Poodles, Collies, etc. Thus, no heading for “Poodles”, etc. will be found in the Sears list.) Furthermore, current cataloging resource identification and location information is clearly presented and comprehensive – particularly Pamela J. Newberg and Jennifer Allen’s “Vendors of Cataloging for Children’s Materials” which includes lists of MARC vendor record requirements and an exhaustive directory of U.S. and Canadian companies offering cataloging and cataloging-based services; it’s like having a Bible Concordance (that handy reference tool containing key Biblical terms, citations, character biographies, etc.) for cataloging!
With such an abundance of facts, theory, and resources available, readers of Cataloging Correctly for Kids will quickly become “emerging cataloging scholars” themselves. Each topic profiled will assist K-12 library information professionals in identifying the basic theory and practices needed to create and maintain MARC cataloging records in their library automation systems using accepted practices while adhering to international standards (i.e. MARC 21, AACR2, etc). Additionally, teacher-librarians and others using Cataloging correctly for Kids will learn more about the philosophical basis behind K-12 cataloging and be able to relate the concepts to current information on emerging approaches to child-based cataloging, including the Gateway to Education Materials (GEM) Metadata Set. GEM Metadata cataloging uses the basic DC structure (Dublin Core – an HTML cataloging scheme). The approach is similar to MARC 21 with the addition of child-centered elements, or tags. The tags include “education level”, “pedagogy”, “quality assessments”, and “academic standards”. These tags or elements can be compared to MARC’s 521 age/grade level, and 658 curriculum objective tags respectively.
Happily, with the guidance of Intner and her colleagues provided in Cataloging Correctly for Kids, you will find yourself emerging as a “confident cataloger”, motivated to expand your cataloging knowledge and your cataloging resource library. You will use new tools to enhance access to your K-12 collection through use of the latest cataloging information.
References
Anglo-American Cataloguing Rules. 2nd ed., 2002 rev. and updates. Chicago: American Library Association.
Dewey, Melvil. Dewey Decimal Classification and Relative Index. 22nd ed. (2003) Edited by Joan S. Mitchell, Julianne Beall, Winton E. Matthews Jr., and Gregory R. New. Albany, NY: OCLC Forest Press.
Fritz, Deborah A. (2004). Cataloging with AACR2 & MARC21: For books, Electronic Resources, Sound Recordings, Videorecordings, and Serials. 2nd edition. Chicago: American Library Association.
Intner, Sheila; Fountain, Joanna F.; Gilchrist, Jane E. (2005). Cataloging Correctly for Kids: an Introduction to the Tools (4th ed.). Chicago: ALA Editions.
Miller, Joseph, ed. (2004) Sears List of Subject Headings. 18th ed. New York: H.W. Wilson.
OCLC. WebDewey provides Logon information for WebDewey located at http://connexion.oclc.org. Accessed 22 February 2006.
Additional Resources
Fritz, Deborah A. (2003) MARC21 for everyone. (Chicago: American Library Association)
This work combines general cataloging fundamentals with practical, specific MARC21 field tag and related information – a hallmark of Fritz’s cataloging publications.
Intner, Sheila. (2001) Standard cataloging for school and public libraries. 3rd. ed. Westport, Conn.: Libraries Unlimited)
Intner provides a solid foundation of cataloging practices (i.e. AACR2, ISBD, main entry, subject access, classification and MARC21) in this book, considered by many to be the standard textbook of school and public library cataloging practices.
ACAT Listserv (online). (Buffalo, N.Y.: University of Buffalo) [To subscribe, send e-mail to listserv@listserv.acsu.buffalo.edu with your name and the words “SUBSCRIBE AUTOCAT”]
ACAT is the cataloger’s network where everyday practices are discussed, and cataloging theory is analyzed. Even though some of the information contained in ACAT will not apply, membership is highly recommended for school libraries.
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Tom Adamich has been a certified teacher-librarian since 2000 and a librarian since 1991. Currently, Tom is the Cataloging Librarian at Robert Morris University in Pittsburgh, Pennsylvania. He has been involved in K-12 cataloging research and its connection to critical thinking skill development and standards-based education since 1998. A graduate of the Kent State University’s School of Library/Information Science and the KSU College of Education (School Library Media Certification), Tom also serves as the district library consultant for the Indian Valley Local Schools (Ohio), a position he has held since 1999 and is president of the Visiting Librarian Service, a contract librarian firm he has operated on a full or part-time basis since 1993.
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