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.
