Critical Reflection ETL 505

This subject is one of my last, deliberately left as I suspected I would be challenged by it and hoped more time working in the library would assist me. I am a creative person who excels more with words and pictures than numbers and finds technical processes generally difficult. I have come to the conclusion that when it comes to metadata and cataloguing you either love it or hate it, but generally most people find it challenging!  Aside from this I more clearly see the purpose of having and using a standardised system for describing and analysing resources in order to provide access for users both globally with the International Federation of Library Association and Institutions (IFLA) Standards and locally with Schools Catalogue Information Service (SCIS). Hider (2012) has provided me with the necessary definitions and technical terms which although struggling to understand at times, has provided me with a basic understanding that effective and standardised information organisation equates with improved access for users.  I appreciate the complex process of cataloguing resources and am grateful that cataloguers enjoy their work and that these services exist for schools.

This subject has highlighted many of the inconsistencies and errors in cataloguing in my own school library which I have discovered and inadvertently contributed to myself. Even though SCIS records are imported it still shows the importance of  ensuring the subject headings meet the needs of school users and any adjustments made are complimentary and do not impede access to the full utilisation of  resources schools already have. Hider (2012)

Assignment two has highlighted the difficultly in cataloguing without viewing the physical resource, reinforcing that assigning correct subject headings requires detailed knowledge of the content and the curriculum. This subject has provided future directions on solving some of the cataloguing dilemmas which occur with unclassified resources. I feel I would have the basic understanding and necessary resources to allocate appropriate headings and Dewey numbers. I have developed a deeper knowledge of the language of subject headings and sub divisions which I am sure will assist me and others with access. I have realised the value of cross references and admit to panicking that my library perhaps did not have them. I know I have some amending, rationalising and fine tuning of subject headings in the future.

It appears however, it is an exciting and challenging time for cataloguers as they must come to grips with Resource Description and Access (RDA) primarily designed to help libraries transition to the technological capabilities available via the Internet. I recently experienced through my work placement in ETL 507, that many cataloguing positions in public libraries have been made redundant due to cost cutting and outsourcing of cataloguing and ‘shelf ready’ processing by large companies. Perhaps as Hider (2012) states cataloguers may need to advocate for their positions and look for changes that will enhance and improve use of the bibliographic data they provide to ensure they remain viable p.188. O’Connell (2013) and Mitchell (2013) state that RDA has the potential to open up resources within and beyond our libraries through tailoring catalogue data to the educational and recreational content being used in schools.

Innacuracies in Cataloguing

I have identified a few inaccuracies in my school library and have generally tried the common sense approach to fixing things up, hopefully providing better access. Other issues have more than likely been created by myself and others through lack of knowledge and understanding of classification . Even today I was questioning some manually accessioned books as the ISBN numbers returned no results in SCIS or Trove. My library assistant generally does most downloading of SCIS records and accessioning resources as this was the default position when I began  with no experience in this area. She always seeks advice from me on locations, challenging subjects. In my absence she assigned a series of popular Doctor Who novels with a call no for the series rather than the individual authors of the12 book collection. I was going to edit the resources but realised she had placed herself in the shoes of the user thinking about how they would readily access these popular books. It was obvious they would search for Doctor Who. So at this stage I’m going to leave them right or wrong. I guess I can always edit them at a later stage. I will shelve them as a series for ease of access for now anyhow. Inconsistencies and Problems with access and location usually present themselves during stocktake and can be edited to provide better access at a later date. I'm now wondering if I should be taking on more of the responsibility of importing Scis and  accessioning resources?

ETL 505 Describing and Analysing Educational Resources

I deliberately saved this subject until last as to be honest it was one which had a reputation among other teacher librarians as being challenging by its technical components.I was told it is "a rite of passage for librarians".  I also left it until last as I thought some extra experience in managing  a library may be beneficial to my understanding. So far I have found it challenging and have a feel for the basics of metadata and information organisation. I must admit however I do not desire a job in the professional cataloguing field. I am happy to download SCIS catalogue records and leave RDA to the experts. 

EER - Introduction to Educational Research

EER 500 gave me an insight into the skills required  to read, understand and evaluate the relevance of educational research. The subject continually builds upon itself and shows that research is an evolving and unfolding  iterative process. I found the subject both stimulating, challenging, frustrating  and highly time consuming. My lecturer was outstanding with the amount of  support and scaffolding she gave us  for our experience along the way. You couldn't ask for more.  This subject was very different to the others and I was thankful there were no module activities. Research is a slow process and we were able to select a research question to explore and develop. This was very interesting and engaging as we all have those burning questions. My question was about Bring your Own Device (BYOD) and issues of equity in regional and remote areas of Australia.