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Cataloging
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Technical Services |
A training program for a beginning original cataloger may vary according to the experience and cataloging education that the beginning cataloger might bring to the position. New trainees who have participated in cataloging internships while in Library School may need less than the standard six months of training. Those who are lacking in basic coursework in cataloging might need even more than six months of training. In general a six month training period in which the trainee is thoroughly trained in local practice and procedures and in which the trainee's cataloging is reviewed and revised is considered a standard period of time for training. The following phases are suggested and may vary according to how the trainee is progressing.
Phase 1 (Month 1):
During this period the trainee may receive introductions and training from various members of the Cataloging and Authorities Team as well as from the principal trainer. There should be basic introductions to Unicorn, Webcat, Mulberry Mail, OCLC Connexion, Classification Web, Cataloger's Desktop, and LCRIs. The trainee may receive introductory training from various team members to draw from their specific expertise. During the first or second week, the trainee may receive a Vanderbilt University orientation (VU HR) and Library Orientation (Office of the University Librarian). This initiation may include visits to Order Services in the Baker Building, branch libraries, and the Library Annex.
During the first two weeks, the trainee may begin by cataloging DLC or PCC copy materials. Central materials as well materials from branch libraries (Science, Management, Peabody, etc.) may be cataloged in order to become familiar with the various locations and material types in Unicorn. The trainee will also be encouraged to view his/her cataloging records as the public sees them in ACORN. Also, during this period, the trainee should reread and study Chapters 1 and 2 of AACR2 Rev. and become more familiar with OCLC Bibliographic Formats and Standards. The principal trainer will stress the importance of determining the “chief source of information” and explain how the principles of Chapter 1 are used throughout AACR2. The principal trainer may have the trainee “work through” the entire DLC/PCC record in order to analyze how the subject headings, LC call number, main entry, and added entries were assigned. This can serve as an initial evaluation of how comfortable the cataloger is in using LC classification (Schedules or Class Web).
During this period the new cataloger should become familiar with the Technical Services Web site: Cataloging, Order Services, Preservation, Shared Resources, and Administrative sections. The trainer should emphasize where some of the most important policies and practices might be found on the web site, especially “Holdings Codes,” “Non-book,” and “Cataloging Codes in 951 fields.”
During this first month the trainee should receive authorities training from the Authority Control Librarian. This should involve training in searching authority files in OCLC Connexion and Unicorn. It may also involve NACO training, but this training may come in phase 2 depending on the readiness of the trainee for such training and perhaps the workload of the NACO trainer. Training in series authority should come from the series authority liaison. This should involve series overview and learning about series authority records in Unicorn.
During the latter part of this period, cataloging may consist of mainly member copy cataloging. The new cataloger will present “before and after” (i.e. edited) printouts of records to the trainer for review and revision.
Phase 2 (Months 2-3):
The trainee may progress to cataloging more difficult member copy, vendor copy, and input cataloging during this period. The trainer may also give instruction in “enhancing” OCLC records, upgrading records to PCC status, or creating PCC records (BIBCO program). The trainee should be given NACO training if this training did not occur in phase 1. Instruction in the creation of series authority records from the series authority liaison may also occur during this phase. Most all of the trainee's work should be reviewed and revised during this period. Attention to detail, learning and applying cataloging rules, and learning library's local practices will be emphasized. It is more important for the trainee to reveal understanding of cataloging rules and practice and to apply these rules in his/her work during this period than to be productive.
Phase 3 (Months 4-6):
The trainee may become more productive during this period, so the principal trainer will probably seek assistance from another Catalog Librarian in reviewing and revising the trainee's work (This may happen before this period depending on workload and trainee's progress.). A second opinion is also valuable in evaluating the progress of the trainee. The principal trainer may present examples of the trainee's work to the team leader to point out weaknesses or strengths in the trainee's work and just to keep the team leader informed on the progress the trainee is making. As the trainee makes significant progress during this period, the trainer may instruct the trainee to present only samples of his/her work for review and revision.
At the end of approximately six months, progress will again be evaluated. It is possible by this time that the trainee may need to present only problem input, problem member copy cataloging, or PCC upgrades or inputs to the trainer for review. The principal trainer, another Catalog Librarian who has reviewed the trainee's work, and the team leader will assess the progress of the trainee and determine how to proceed with future training needs. The trainee should always feel free to ask questions about problem materials or new types of materials. The timeframe of this training program/strategy is based primarily on past experience with other beginning catalogers. Sometimes “formal training” may last less than six months, and sometimes it may last longer.
Don Jones
August 9, 2005