e-Forum Summaries

ALCTS e-Forums are two-day, moderated, electronic discussion forums that provide an opportunity for librarians to discuss matters of interest on an ALCTS discussion list. These discussions are free-of-charge and available to anyone who wishes to subscribe to the list.

ALCTS Newsletter publishes wrap-ups of e-forums in each issue. To see the schedule of upcoming forums and to sign up to participate, visit www.ala.org/alcts/confevents/upcoming/e-forum. Previous sessions are archived at www.ala.org/alcts/confevents/past/e-forum.

e-Book Acquisitions: Methods, Management and Workflows

Moderated by Andrea M. Langhurst, University of Notre Dame, and Kay Downey, Kent State University

The e-Forum discussion focused on a variety of topics related to issues of e-book acquisitions, such as: options for obtaining and providing access to e-books for academic libraries, lease vs. ownership, internal workflows, acquisition models, and usage statistics. There were sixty-three individual contributors to the discussion; fifty-nine from academic libraries; and fifteen from public, school, and special libraries. Noted here are the questions posed and summation of contributor responses.

Acquiring e-Books

The discussion started with a general topic about what institutions are currently doing to acquire e-books. Most of the respondents indicated that their institutions acquire e-books by a variety of methods but most place firm orders, either in conjunction with their approval plan vendor or directly with an aggregator or publisher. Some libraries are implementing e-preferred for firm and approval orders. Many are also simultaneously managing patron- or demand-driven acquisitions (PDA or DDA) and e-book package subscriptions. Some libraries also acquire e-books via consortia memberships. The Colorado Alliance of Research Libraries, are purchasing e-books for the consortium based on short-term loans turning into purchases on the fourth use. Some discussion touched on how libraries to code MARC records for e-books in subscription packages, DDA discovery records for the purpose of identification for owned content and record maintenance. UNC Chapel Hill shared portions of eBooks Platforms Recommendations & eBooks Collections Strategy, a wiki page that provides useful information for librarians and selectors.

PDA: Getting Started and Getting Buy-in

Many respondents shared information about their PDA acquisitions methods. One contributor used selector-mediated purchases based on short-term loans use. PDA initiatives are managed in large part by collection management librarians who enlist a team consisting of technical services librarians to execute the program. Many institutions began with a pilot or limited-subject PDA that later became part of the acquisition norm. Most respondents mentioned providing communication and education opportunities for librarians in advance of the PDA initiation. PDA programs are funded in a number of ways but most libraries used funds gleaned from monograph allocations and many indicated that future funding would likely be distributed based on subject area through historical analysis of triggered e-book purchases.

Use of Adobe Digital Editions on Public Computers

There was some interest regarding the use of Adobe Digital Editions (ADE) for downloading e-books on public computers and concern over the technical implications of users authorizing personal Adobe IDs on public computers. One librarian understood that the library was restricted to four ADE accounts on any one public computer so they elected not to put it on their public computers. Another installed Adobe Digital Editions on a number of workstations over the last couple of years, however, found that the software is rarely used. One respondent noted that he did not think Adobe Digital Editions on public computers is necessary since users cannot save files to the public computers, so there is no incentive to download. The Read Online options work well and users need only download if they want to read the book on their laptop where there is no Internet access.

Publicizing e-Books and Platform Differences

Most respondents stated that the primary access point for e-book discovery is the catalog. Some have a scoping mechanism within the catalog so that our users can narrow their search to just e-books. Some add a public note to explain restrictions on the number of simultaneous users that can access an e-book.

Discovery may be problematic for subscription package titles that are not added to the catalog, although access is provided via other e-resource services. Some use a LibGuide to promote e-book collection and provide instruction on the various platform and download protocols, or guidelines for using e-books for course reserves. Others noted that the library loans Kindles and iPads and that there is increasing interest in downloading to personal mobile device.

Children’s e-Books

There was some inquiry into library orders for children's literature in e-book format. One participant indicated that they knew of Tumblebooks and their library ordered some nonfiction curriculum materials from EBSCO. A public library respondent stated that they order a large amount of children’s e-materials through OverDrive. The other major general vendors such as Axis 360 and the 3M Cloud Library also provide children’s content. A K–12 school librarian ordered more than six hundred e-books from Follett and Gale. Other vendors mentioned were Mackin, Bearport, and Rosen.

e-Books and Usage Statistics

Many gather statistics on regular schedule and some as needed when conducting evaluation of specific package subscription or conducting funding analysis. Statistics are useful to inform for bibliographers regarding selection and for developing future weeding criteria. One contributor commented that they see most of their library use is in the humanities, English, and career-related. Another noted purchasing activity for electronic copies of textbooks which has prompted reconsideration of the textbook policy. There was some frustration over nonstandard reports provided by vendors making it difficult to compare one source with another. It was also noted that usage data help evaluate and adjust the approval plan to better serve user demand. One respondent use statistics to identify and promotes underutilized e-books to library clients who may not know that the ebooks are available or how to access them.

e-Books and Popular Reading

Discussion indicated that most academic libraries are not providing access to popular reading ebooks. They may refer people seeking more leisure reading material to public libraries. One librarian looked into OverDrive, but the cost for the academic market was prohibitive. Baker and Taylor has a program called Axis360 that looks promising, but one contributor thought at the time of the e-Forum that IP recognition wasn’t available. One uses OverDrive for their audio book collection.

Weeding e-Books

One librarian noted that their library withdraws e-books when newer editions (either in print or electronic) are available, but they don’t have planned weeding workflow like they do for the print books. Another weeded the old Netlibrary collection, which amounted more than fourteen thousand titles that had zero checkouts. Netlibrary calls them "dusty titles.” One library weeds prior editions of medical books when a new edition is purchased or licensed.

Collection Development Policy, Selection, and Selectors

University of Wyoming purchased approximately 75 percent of orders (both monographic and serial) in e-format. They anticipate that the percentage will go up with the implementation of e-Approval trial next year. They selected subject areas starting with scientific and support materials for our outreach students. The current selection process allows the bibliographer to choose the format if available for any title. They do not duplicate formats unless specifically requested by the bibliographer. At UNC Chapel Hill, e-books have affected monographic collections in four major ways:

  • shifting book budget from print monograph spending to e-books,
  • increased purchase of e-book collections both locally and via consortia,
  • implementation of the PDA, and
  • selectively moving print approval plans to e-preferred format.

UNC states that these transformations have not met with selectors’ resistance by providing flexible acquisitions, involving selectors in setting DDA subject parameters and allowing selectors to buy duplicate print copies when the library has an e-version.

Workflow

The first question of day two focused on workflows, with respondents providing details related to ordering and cataloging workflows as well as selecting ebooks. Karen Harker, Collection Assessment Librarian at the University of North Texas Libraries, wrote “DDA takes much more time to manage and monitor than simple packages....” How have e-book acquisitions changed the workflow in technical services at your library? What are the major hurdles and how do the workflows differ from one e-book acquisition method to another?

One librarian stated that e-books do not make a major change in acquisitions workflow other than adding a couple different vendors for ordering. Identifying what books are e-books and through which vendor, and a cost comparison to the paper version, takes the most time. Another stated that checking for availability as DDA has been incorporated into the monograph acquisitions workflow. On the other hand there are major changes in cataloging because they receive orders immediately for cataloging. Cataloging takes about the same time as for paper items, but the e-books are catalogued more quickly. There is time savings after cataloging because there is no physical processing. The advantage for users is that titles are available via the e-book vendor very quickly. She also wonders if in the future cataloging e-books will be necessary as more paper book purchasing declines and federated searching becomes more pervasive.

Licensing

Participants also discussed institutional priorities for licensing. License terms such as perpetual access, unlimited access level for high-demand resources, as well as the issue of archival access or ability to download for archival hosting were of greatest concern. Some prefer single-user, perpetual access license with a clause for downloading for archiving if vendor stops archiving. They upgrade to multiuser perpetual access if an instructor will be using it in her course. There was some frustration expressed regarding the small number of e-textbooks that have multiuser license and the difficulty of explaining such unavailability to users. Regarding ILL, one librarian commented that the e-book packages they purchased directly from publishers (rather than through ebrary and others) have no digital rights management (DRM) restrictions and freely allow them to fill ILL requests with the e-books to which they have perpetual access. Springer was cited as amenable in that regard.

e-Book Provider Changes

Issues discussed included use of links and call numbers, and the issue of changing vendor name in MARC record fields when provider changes or mergers occur. Questions raised related to provider changes included possibility that products might be more expensive, that platform advantages might be lost, and the loss of competition as a driver to negotiating favorable offers or orders. Fewer providers could mean that ordering and processing becomes easier, but a concern was raised related to the possibility that a publisher could pull holdings from one collection to go to a more expensive collection.

MARC Records

The processing of e-book MARC records was also discussed, including examples of where sets come from and the use of MarcEdit to add or remove fields as per institutional requirements. A variety of methods to receive records and receive notification of records was mentioned as well as possibility of specific browsers required to access records. In addition to MarcEdit, MARC Report and the Script Wizard in MarcEdit were mentioned as tools for MARC records processing. JIRA was mentioned as a tool to track information related to expectations for MARC records and as a way to manage sets and workflow.

The moderators would like to thank those who contributed observations, questions and responses that made for an excellent discussion. To see specific messages from this e-book e-Forum, please visit: http://lists.ala.org/sympa/arc/alcts-eforum/2013-02/thrd1.html.

Work/Life Balance

Moderated by Robert Roose, Spokane Public Library, and Leslie Burke, Kalamazoo College

There were major themes and responses that came of the discussion of work/life balance held on March 13 and 14, 2013.

Important factors lending to a better work/life balance include flexible schedules, childcare, eldercare, family leave and simply time off of work. Another important component is the effort to make work less stressful and provide incentives promoting healthier lifestyle, normally called “wellness” or “work life” programs. Another workplace theme is ergonomics and the comfort of workspaces.

While many organizations supported flexible work hours, this applied more to faculty or professionals rather than civil service or union positions. Telecommuting is an option for some, but staff who work in public services are generally not able to take advantage of this. Some workplaces first deal with flexible schedules when a staff member asks for flexibility. Managers don’t always feel able to take advantage of schedule options.

Some institutions actually provide child care while eldercare options are not very common. Many wellness programs include workshops, weight loss programs, rewards, flex time to attend classes or workouts and some even give fitness release time. Academic institutions are more likely to have on-campus fitness centers with free or discounted membership.

Granting time off to attend to family issues is a mixed bag. Maternity and paternity leave usually comply with FMLA guidelines. Some organizations are more liberal in allowing staff to use sick leave to care for family members and the definition of family varies, as well. The implementation of Paid Time Off leave (or unileave), versus distinct vacation and sick can help employees by not requiring a specific reason when leave is used. For long term illness, quite a few organizations have some sort of collective leave bank or leave sharing options that allow staff with plenty of sick leave to donate to those who find themselves dealing with long term health issues.

Despite numerous examples of programs or policies to promote a better work/life balance, challenges remain. Increased schedule flexibility combined with easier mobile communication tacitly encourages more connectedness with the workplace. We see more of a blurring of home and work life. Telecommuters sometimes have a difficult time disconnecting from work. Also, expectations for research and professional development often fall into a worker’s personal time. Also, flexible schedules can place additional burdens on staff who remain in the office working more traditional schedules.

Beyond flex time, maternity leave and more leave time for family issues, respondents were interested in seeing greater opportunities to bring pets to work (I once had a scorpion named Fluffy who would have loved a visit to my work), simply more awareness of the many familial demands on people, more telecommuting options, more attention to eldercare (not just childcare) and less intrusiveness when taking leave (in other words, no need to report why you are taking leave).

There was quite a healthy discussion of ergonomics with some workplaces being proactive regarding improving ergonomics while others ignore the issue.

Regardless of workplace support for achieving a work/life balance, many respondents had personal strategies for improving their situation. Some reported clearly delineating a boundary to supervisors and coworkers. The new technology that makes us so connected can also be turned off. When work spills over from coworkers, it may be better to let some of it go undone to show that you cannot keep doing more with less. It was pointed out that we need to derive meaning and a sense of self from more than just work. Leslie offered a metaphor that many appreciated:

“I have learned that your family is your family and should be your highest priority. When you start thinking your employer is your family, you set yourself up for disappointment. I heard an illustration once (sorry don't know the source!) that a person has four balls to juggle:

  1. spouse or significant other
  2. family
  3. spirit
  4. work

The work ball is rubber. The others are glass. If you start dropping balls, the work one will rebound, but the others will be damaged severely. This helps me keep things in perspective.”

Someone mentioned that work, itself, is a balance to an overly demanding home life. Again, it is balance we are aiming for. Many people mentioned hobbies or physical activities like lunchtime walks or yoga that help bring balance. One should also have a personal goal to use the vacation time you are allocated. It matters less what you do on vacation, but more that you are not at work.

Finally, it seems apparent that other countries are far more progressive when addressing work/life balance issues. Americans work longer hours with less overall time off. The Netherlands has tax laws that encourage employers to reduce hours rather than lay off staff. Here, job security can play a big role in how people use their vacation time and treat expectations for 24/7 connectedness. The economic downturn has curtailed progress in securing more work/life balance programs and policies.

MARC Records in the Age of AACR2, Provider-Neutral Guidelines, and now RDA

Moderated by Amy Bailey, ProQuest, and Becky Culbertson, California Digital Library

This e-forum, held April 23–24, 2013, focused on creating MARC records for ebooks using standards such as AACR2, Provider-Neutral Guidelines, and RDA, as well as issues related to managing those records. The intention was to engage library catalogers, consortiums, authors of standards, and vendors in a productive dialog in order to understand how each approaches the characteristics of ebooks and resolves cataloging issues they may generate.

The forum began with a question about the use of a single record (following the provider-neutral guidelines) or separate records when cataloging ebooks. The question asked if it is difficult to determine when the provider-neutral guidelines should be applied. One respondent stated that she leaves the original paging and illustration information from the print when deriving from a print record. Sometimes the front matter is missing from the ebook but she does not usually verify this information and accepts what was in the print record. Nonrelevant ISBNs left in the record can cause problems with overlaying.

A participant introduced a question about how others are capturing provider/platform information in their local ebook records if they chose to do so. At first the discussion centered around where and what fields to use for this purpose—a stunning array! This included the following suggestions: 856 $3; 856 $z; combination of 793 field and 856 $3; 710 field; 740 field; 773 field; 830 field; combination of 590 and 856 $3; 9XX. The person who mentioned using the 9XX fields felt that since the package names would be only useful for internal record management purposes; that having the 9XX fields be only available on the staff side of the system would be fine. This statement then led to a query by someone else about whether package information was indeed useful to our users. One cataloger felt that while it might not be useful directly to some patrons, that it would indeed be useful to the public service librarians. They have greater knowledge of the “warts” of some providers and would like to be able to quickly steer patrons in other directions.

A new thread addressed the many duplicate records for ebook titles in OCLC and what their merging algorithm was. The questions asked how a record is selected from among so many, if anyone reports duplicates to OCLC, and what issues may arise when records are merged. A problem with multiple records and batch loading was noted as well as ebook and print records that merge because of incorrect use of ISBNs. While separate records for each vendor would help maintain information unique to each provider (format, pagination, multiple versions, links), it makes batch loading difficult.

A participant pointed out that the Provider-Neutral Guidelines are incompatible with RDA and asked if the principles of RDA should trump the problem of duplicate records. A reply noted that P-N was also in contradiction to AACR2 as well. RDA is problematic for electronic reproductions and also microform reproductions because it emphasizes the reproduction information over the original publication information which is likely more important to patrons/researchers. A P-N approach to microforms may be discussed at a PCC meeting in May. Print-on-Demand is another area that might present issues with provider information in the record. (Update: At the PCC Operations Meeting at the Library of Congress on May 3 and 4, the intent was to set up a Task Group to document Best Practices for describing all kinds of reproductions under RDA.)

RDA offers some advantages over AACR2 but the FRBR model does not work well with some current systems. One response noted that converting AACR2 records to RDA would be expensive, so records derived from another will retain the standard used in the original. New access points would be created following RDA. Some aspects of RDA are seen as carryovers from AACR2 and are not FRBR compatible. Relationship designators in RDA records have been inconsistent, in that they may not be there are all, may be in code ($4) or terms ($e). Participants felt that using terms is clearer for users, although codes can be displayed in any term if the system is set up that way. With RDA, the use of $e seems to be preferred among many catalogers. Linking relationships such as “Reproduction of (manifestation)”, while supporting FRBR principles, do not work in most current systems. These relationships are valuable but textual displays are more useful to patrons.

Day 2 began with a posting that addressed call numbers and genre terms. Many participants said they do not use call numbers for ebooks, and remove them from ebook and e-audiobook records when importing or deriving records. It was suggested the call numbers could be moved to a 099 field instead of deleting them. Several participants noted that the classification number is useful for collection development and statistical purposes, so they are retained but suppressed from the public view. Those who display the call numbers often do so because of their virtual call number browse—this way the print and ebook versions are together. Several respondents said they append “eb” or “EBOOK” or some other ebook designation to the end of the call number, so that patrons won’t expect to find the item on the shelf. Some also distinguish between ebooks read remotely and those that are downloadable in a call number that the public sees. One response said that including the vendor name in the call number is useful to find items from a particular vendor if you want to remove or make changes to those records, to manage duplicate ebooks from different packages. A vendor noted that her clients have a wider range of preferences for ebook call numbers than for print records.

While some catalogers say they leave 655s for genre terms in records they import, many libraries now delete these genre/form terms because they feel they are no longer useful. After all, catalogers never have supplied “print books” as a genre term, so why should we do this for ebooks? Streaming video or Internet video might still be a useful term to include. It was suggested that the 072 could be used instead (e.g. 072 _7 ART $x 057000 $2 bisacsh). One participant noted that in OCLC-merged records there could be multiple 655s if there isn’t an exact character string match. Some catalogers add the term when creating an original record but do not add it when copy cataloging. The term could be added automatically by a program. Possibly, the term could be put in a 590 for staff use. A few catalogers mentioned they have an ebook search template in the OPAC or a discovery layer that can be used to find ebooks. One participant pointed out that the 655 rules have changed a lot recently.

A question about ISBNs asked where various ISBNs were recorded on ebook records. Often libraries take great pains to make sure that the ISBNs for the print version are labeled as $z on ebook records and ISBNs for e- are in $z on print records. It is useful to have the other ISBN to prevent the ordering of the other format if the print is already owned (or vice-versa). Not that the other version wouldn’t be purchased, but it is a good practice to flag staff if the title is already owned in a different format. One participant mentioned an excellent PowerPoint by Brian Green, the former Executive Director of the International ISBN Agency. This turned out to be a most sought after item by the e-forum participants!

Although normally demand-driven acquisition (DDA) is thought of as an acquisitions-based activity, the question was posited as to whether there were any procedures or issues related to DDA that were relevant for catalogers. One cataloger said that all his institution did was change the public note from “Read this MyLibrary ebook" to “Read this electronic book” once the book is officially purchased. He felt that the whole process was simple and required little manipulation on their part.

Regarding 856s, libraries generally remove any URLs from the record that are not relevant for them; often MarcEdit is the method of choice to remove them. Practices differ in other subfields in the 856 field. It would appear that the understanding and use of the subfield $3 varies from cataloger to cataloger, but most use this subfield to indicate vendor names. One cataloger said that they prepend their proxy information to the URL string, except in the case of open access journals. Some libraries ignore the $z note field; others use it to indicate “VIEW EBOOK” or “VIEW VIDEO.”

Training for Resource Description and Access

Moderated by Jennifer Erica Sweda, University of Pennsylvania Libraries and Dr. Sylvia D. Hall-Ellis, University of Denver. Kristin E. Martin contributed to this report.

An archive of the entire discussion is available from http://lists.ala.org/wws/arc/alcts-eforum/2013-05/

The discussion of RDA training needs held May 14-15, 2013 focused around four poles:

  • large libraries with more resources
  • small libraries with fewer resources
  • training needs of professional staff/original catalogers
  • training needs of nonprofessional staff, copy catalogers, noncataloging staff

In many larger libraries staff members are:

  • forming task forces to handle RDA implementation (training issues, OPAC issues)
  • training themselves (self-study)
  • creating their own training materials and training their own staff members
  • using free online resources (see attached list)
  • using the LC RDA training materials (often customizing them for a better institutional fit)
  • receiving additional training through cooperative programs like BIBCO and CONSER
  • attending conference sessions on RDA
  • using MarcEdit 5.8’s new enhancement, RDA Helper
  • using OCLC Connexion macros to convert AACR2 to RDA or create a framework for new RDA elements
  • creating local constant data record that contains all of the RDA elements

In addition to doing many of the things listed above, many smaller libraries (or consortia of smaller libraries) staff members are:

  • attending external training
  • hiring trainers to run sessions on site
  • enrolling in for-fee online courses (like those offered by Lyrasis)
  • joining professional listservs to pose questions
  • taking advantage of RDA Toolkit trials to get comfortable with the Toolkit or use a paper copy for libraries on a tight budget

Training tips for professional staff and original catalogers:

  • identify (or create) format-specific documentation. Although RDA is not arranged around format, many catalogers need format-specific information, e.g., how to catalog continuing resources, streaming media, scores, and cartographic material
  • take advantage of professional electronic discussion lists to pose questions
  • use Mappings in the RDA Toolkit to help transition staff members used to AACR2
  • allow time to catalogers to assimilate the major changes presented in RDA and FRBR. FRBR is complex and presents a radical shift in record creation. Unfortunately, most systems don’t yet adequately represent FRBR
  • acknowledge the stress that “not feeling like experts” causes as catalogers get used to new rules, new tools, and face an uncertain future

Training tips for nonprofessional staff, copy catalogers, and noncataloging staff:

  • provide training across a wide spectrum of material: copy catalogers need to know all the valid options in RDA, not just the locally preferred one (especially relevant for hybrid records that contain RDA elements in non-RDA records)
  • provide training to point-of-receipt cataloging (including vendor records), which is often done by acquisitions staff members
  • develop specialized documentation for non-cataloging staff, especially that which relates to display of RDA elements
  • collect a critical mass of items/existing RDA records so that, once training is completed, staff members will have materials to work on right away
  • hold follow-up meetings to answer questions and provide support for staff members
  • use spot checking of RDA records in the catalog to help tailor follow-up training
  • offer refresher training for staff members who missed earlier sessions or need clarification

Some institutions are providing identical training for original catalogers and copy catalogers as all staff will perform better with a grounding in theory. Some institutions are also doing a phased-approach to converting to RDA: first accepting copy, and then requiring members to convert original cataloging to RDA after the library becomes more comfortable with it. FRBR presents its own special challenges because of its theoretical nature and complexity. Some libraries have chosen to provide more in-depth training on FRBR to all staff, including copy catalogers and non-catalogers, especially because RDA’s terminology and organization are based on FRBR. Others have found it to be too confusing, impractical, and unrelated to records in the catalog, so have focused on more practical issues, such as the end of the Rule of 3 and changes in capitalization and abbreviation.

Discussion also centered on the training materials available from the Library of Congress. The LC material is comprehensive, but geared toward a specific audience, and many libraries (especially smaller libraries) found it to be too detailed or time consuming. However, larger libraries that are part of cooperative programs (i.e., PCC) are expected to train their original cataloging staff using LC’s materials, and also to complete separate PCC training. Some trainers used the LC materials as the basis for developing customized training materials for their own library. Ultimately, LC’s materials do serve as a sort of standard against which others compared their training, and almost all e-forum participants were aware of and had reviewed the materials at least to a certain extent. 

Regardless of how a library approaches the training, most libraries will benefit from developing an implementation plan, and for larger libraries, an implementation team. This team can develop a training plan, determine the resources needed, and lay out the training schedule and goals for each training session. Sole catalogers may wish to join colleagues at other libraries to compare notes, share resources, and generally provide support for each other. Unfortunately, the reduction of the regional OCLC networks has taken away a training option that used to formerly be available, and rural areas and smaller libraries may be the ones to feel this change the most.

General suggestions for trainers:  

  • “drip-feed” FRBR/RDA information as early as possible so that staff members are aware of approaching change
  • decide who needs what type of FRBR/RDA training
  • have the support of your director to give the trainers and trainees the time and materials they need to successfully make the transition
  • create and distribute a schedule listing assignments, presentations, discussion meetings, homework; consider deciding on a Day 1 for implementation and working backward from that
  • hold casual show-and-tell session (Brown bags, etc.) to introduce FRBR/RDA to Reference and Systems librarians (sessions can focus on descriptive changes, access point changes, or both)
  • include catalog-display-related staff members in RDA discussions
  • be creative when you train (ice-breakers, games, etc.)
  • remember that learning styles differ so vary your method of presenting material; mix up self-study with group work, presentations, documentation, etc.
  • aim for a positive, team-building, experience for all; create a community of learners
  • be creative when seeking opportunities for a community of learners; in small libraries/single cataloger environments, form peer review groups, or find a mentor, online
  • use content collaboration tools (Sharepoint, Confluence, etc.), staff blogs, and wikis to post documentation, share information and interact with one another
  • customize LC’s (or other) RDA training materials for local use
  • be prepared to manage expectations (‘When will the OPAC be fully FRBRized?’)
  • decide, and document, local policies
  • have confidence

ALCTS Training for RDA e-Forum Resource List

These resources are free unless otherwise noted.

LC RDA Training materials: www.loc.gov/catworkshop/RDA%20training%20materials/LC%20RDA%20Training/LC%20RDA%20course%20table.html

What is FRBR? (Barbara Tillett (LC)): www.loc.gov/cds/downloads/FRBR.PDF

PCC website: www.loc.gov/aba/pcc/

BIBCO Standard Record Metadata Application profiles: www.loc.gov/aba/pcc/bibco/bsr-maps.html  

CONSER RDA handouts: http://login.icohere.com/public/topics.cfm?cseq=1268

ALCTS Cataloging and RDA webinars (long list; archived): www.ala.org/alcts/confevents/upcoming/webinar/cat; YouTube version: www.youtube.com/playlist?list=PL1AAFB573158DC4A1]

OCLC’s Learning About RDA page (free OCLC-related information; fee-based online courses): www.oclc.org/support/training/portfolios/cataloging-and-metadata/rda.en.html

RDA Toolkit Essentials webinar: www.rdatoolkit.org/essentials

RDA Toolkit free trial: www.rdatoolkit.org/trial

RDA Toolkit free post-event trial: www.rdatoolkit.org/posteventaccess

*   *   *

J. Baga, L. Hoover, and R. E. Wolverton, “Online, Practical, and Free Cataloging Resources: An Annotated Webliography,,” Library Resources & Technical Services 57, no. 2 (April 2013): 100–17. Annotated bibliography of free, online cataloging resources (AACR2, RDA, MARC), including websites, databases, workshop presentations, streaming media, and local documentation; fee-based subscription.

University of Illinois at Urbana-Champaign’s RDA training website: www.library.illinois.edu/cam/rda/index.html

University of Colorado at Boulder FRBR Discussion blog: http://rarefrontier.org/ucbfrbrdiscussion/

University of Cambridge’s RDA Training materials: http://cambridgerda.wordpress.com/

Chartered Institute of Library and Information Professionals Practical RDA Cataloguing e-forum (archived messages): www.jiscmail.ac.uk/cgi-bin/webadmin?A0=CIG-E-FORUM

Sample Content, Media, and Carrier (CMC) Types (Examples of CMC type combinations for the more popular monograph formats, with variations based on RDA's alternative instructions; Mark K. Ehlert): https://docs.google.com/file/d/0B17huW4VEcKeMzBWZ1lQenJyazg/edit?usp=sharing

RDA in Brief (A distillation of RDA, at least for copy catalogers (work in progress); Mark K. Ehlert): https://docs.google.com/file/d/0B17huW4VEcKeUjJTMnc4WWN1LTg/edit?usp=sharing

Sample RDA and AACR2 records (RDA cataloging for some of the more popular monograph formats; includes AACR2 versions of the same records; Mark K. Ehlert): https://docs.google.com/file/d/0B17huW4VEcKeVGllNXVDNE5hV3c/edit?usp=sharing

Academia.edu page (papers and short presentations (Susan Wynne; some older material may be obsolete): http://gsu.academia.edu/SusanWynne

Lyrasis Cataloging and Metadata online courses (fee based):   www.lyrasis.org/Pages/EventDetail.aspx?Eid=16B9E064-B594-E211-8D82-002219586F0D

FRBR tutorial: Bram Stoker's Dracula in FRBR terms: http://www.youtube.com/watch?v=LN0vKCFsXPE;   SlideShare version: www.slideshare.net/librarygeeky/frbr-group]

Pinterest board for collecting RDA information (Cynthia S. Wetzel): http://pinterest.com/pklibrarian/rda-resources-for-librarians/

MarcEdit (with RDA Helper): http://people.oregonstate.edu/~reeset/marcedit/html/index.php