Guide to Mentoring Library Graduate Students

Preface

At the 1996 American Library Association conference, the Association of Library Collections & Technical Services, Cataloging & Classification Section, Committee on Education, Training and Recruitment for Cataloging (CETRC) developed the premise that more contact between practicing catalog librarians and library graduate students would provide the students with a realistic view of the work and responsibilities of catalog librarians. We expected that such a mentoring experience would encourage students to pursue careers as catalog librarians. This guide is intended to be a resource for mentors. The guide includes a variety of current issues and approaches that mentors may find useful. A brief bibliography and sample job advertisements are also included.

Part I: Mentoring the Library Graduate Student

The following section highlights some mentoring options; it is not meant to be proscriptive. If you have questions please contact your CETRC liaison.

Mentoring a library graduate student is a way to encourage and attract strong people to the cataloging specialty. Mentoring can be a formal structure designed by a mentor. Mentoring can be an informal agreement between a mentor and a mentee. An initial discussion where each person describes what s/he expects from the mentoring experience will shape the style. A mentor introduces a mentee to the social, political and professional requirements of the cataloging specialty.

Part 2: Professional Responsibilities for Emphasis in Mentoring Library Graduate Students

Below are selected professional responsibilities to accentuate in mentoring library graduate student relationships. These responsibilities were selected to demonstrate the variety and range of a cataloger's work.

Cataloging: Theory & Practice

A solid foundation in theories of information organization underlies effective assessment. For example, to demonstrate why consistency of description and access is important, a catalog librarian who understands the theories of information can use database retrieval results to support his/her argument. Another occasion to call upon knowledge of information theories is when natural language subject thesauri are proposed to improve user retrieval. These examples are typical blends of theory and practice that a practicing cataloger uses in her/his work. As the formats for information dissemination and the technology for accessing information evolve and become more complex, the ability to apply theoretical understanding to the changing environment is central to accurate decisions. The mentor can recommend strongly that a student interested in cataloging balance basic and advanced theory courses with the practical aspects of bibliographic utilities and telecommunications.

In addition to a theoretical background, experience cataloging and teaching others to catalog using resources (AACR, LCSH, Dewey, Sears, the MARC format) and workstations are essential in a successful career. Hands-on practice in applying the standards is a factor in decisions on selecting a bibliographic utility or whether to join a consortium. A practicing catalog librarian can emphasize the importance of seeking internships, taking additional courses in special format cataloging, staff training or information management.

Database Management and Systems Knowledge

The role of a catalog librarian changed significantly with the introduction of computers. For example, one area in which catalogers must become proficient is the choice of computer hardware, software and their related configuration issues. Most early automation projects were online catalog projects, requiring computer-literate catalogers to create and maintain online catalogs. As systems became more complex, catalogers began to work closely with systems librarians to develop, maintain and manage library databases, together with the public access catalog. Today's catalog librarians expand traditional catalog access into a future of multiple databases. They have excellent database management skills including an understanding of logic and abstract organizational theory, as well as systems knowledge, to prepare for the next generation of standards and technologies. Catalog librarians communicate effectively with colleagues to move the library smoothly into the 21st century.

Management and Supervision

Automation and bibliographic utilities like OCLC resulted in more shared cataloging resources. Routine cataloging could be delegated to highly trained paraprofessionals. Catalogers assumed a managerial role. Their responsibilities include assessing costs, analyzing workflow, investigating technological changes to utilize automation more effectively, and supervision. Performance of these duties requires sound management knowledge and excellent communication skills.

Scholarship and Research

Scholarship and research can be part of every professional's activities. Research and publication are often obligatory at academic institutions with faculty promotion and tenure requirements. Catalogers can engage in significant research in many fields related to information management. For example, there are issues on standards for description and access for new formats, e.g. Internet resources and interactive multimedia. There are new technologies to assess for more effective cataloging workflow and to provide better retrieval methods for bibliographic information. Studies of successful cataloging techniques and/or application of theories are valued.

Professional Service

Participation in local, regional, national and international professional organizations and acceptance of committee appointments are essential to people working in the cataloging specialty. Forming a network of contacts to exchange information on procedures and/or policies ameliorates decisions made in isolation and provides opportunities to contribute ideas. Information and contacts gained through meetings, conferences and other professional gatherings become an element on a successful career path. Mentors need to alert mentees to the significance of these opportunities. Mentors can point to research found in journals like Library Resources & Technical Services or Cataloging and Classification Quarterly as a way to stay current with professional developments and as potential publishers for their research articles.

Future of the Profession and the Cataloger

The skills of the cataloger are transferable to other information careers, among them systems librarian, records management and information broker. Computer-literate catalogers can move from one career track to another (in or out of the library). Catalogers with management, communication, budgeting and planning skills are prepared to move into more responsible positions. Information management is the primary role of the cataloger. As information management becomes more complex and more essential in libraries and in society, the cataloger is positioned to be the best source of guidance and information currently and in the future. Decisions on how information is disseminated and presented are essential in the Information Age. Persons with experience in information storage and retrieval will have key talents for future employment.