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Cataloguing the curriculum: cataloguing and classification on UK Library and Information Science (LIS) courses
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Cataloguing the curriculum: cataloguing and classification on UK Library and Information Science (LIS) courses

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Presentation at AULIC event, April 2011. Based on research for Information and Library Management MSc at UWE.

Presentation at AULIC event, April 2011. Based on research for Information and Library Management MSc at UWE.

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Cataloguing the curriculum: cataloguing and classification on UK Library and Information Science (LIS) courses Cataloguing the curriculum: cataloguing and classification on UK Library and Information Science (LIS) courses Presentation Transcript

  • Cataloguing the curriculum cataloguing and classification on Library and Information Science (LIS) courses Megan WileyAULIC MSc presentations April 2011
  • Cataloguing the curriculum - overview Why this topic? Background Research questions Method & results Conclusions Future research QuestionsAULIC MSc presentations April 2011
  • Why this topic? I have “a little list” of LIS courses whose students I do not even select for interview unless they have substantial post-qualification experience, knowing that their courses will not have equipped them with even the most basic understanding of cataloguing and classification. Heather Jardine, Bibliographical Access Manager at City of London LibrariesAULIC MSc presentations April 2011
  • Background: ongoing debate Why teach at all? Traditional vs. newer?AULIC MSc presentations April 2011
  • Background: core blimey Core skills vs. expanding curriculumAULIC MSc presentations April 2011
  • Background: practice makes perfect? Theory vs. practicalAULIC MSc presentations April 2011
  • Background: home sweet home? Institutional factorsAULIC MSc presentations April 2011
  • Research questions How do UK LIS Master’s courses differ in their teaching of cataloguing and classification? If there are differences - why is this? What does this reveal about the wider issues of LIS course content?AULIC MSc presentations April 2011
  • Method & results: content analysis Why content analysis? 16 institutions offering CILIP accredited Master’s courses (April 2010) Looking at: insitution, department, relevant courses offered, relevant module name, core/optional, assessments, Many Eyes visualization, notes, module focus scoreAULIC MSc presentations April 2011
  • Method & results: content analysis Spreadsheet of online information, April 2010AULIC MSc presentations April 2011
  • Method & results: content analysisTag cloud visualization for combined module informationAberystwyth, Brighton, City, Glasgow, London Met, Loughborough, Northumbria, RobertGordon University (RGU), Sheffield, Strathclyde, UCL, UWEAULIC MSc presentations April 2011
  • Method & results: content analysisModule focus scores assigned to UK LIS departments 5 Module Focus 1 = entirely traditional 4 2 = mostly traditional 3 3 = mixture of both 2 4 = mostly newer applications 1 5 = entirely newer applications 0 InstitutionAULIC MSc presentations April 2011
  • Method & results: case studies Why case studies? How chosen? Departmental context and module content University College London (UCL) Aberystwyth University Department of Information Studies Department of Information Studies MA Library & Information Studies MSc Information & Library Studies Cataloguing and classification 1 Information Organisation and RetrievalAULIC MSc presentations April 2011
  • Method & results: case studies  Unstructured interviews  Themes from literature review  NVivo software  Internal documents  Module timetables  Coursework specifications  Lecture slides  E-mail contactAULIC MSc presentations April 2011
  • Method & results: case studiesFindingsAULIC MSc presentations April 2011
  • Method & results: case studies Reasons for differences? Institutional factors CILIP and the BPK Professional attitudes Historical precedent Employer demand Student interest Other coursesAULIC MSc presentations April 2011
  • Conclusions Variety of approaches Number of factors makes common approach unlikely Theory vs. practice debate not easily resolved Need for greater transparency CILIP’s role in helping prospective studentsAULIC MSc presentations April 2011
  • Future research Different focus:  New / prospective students  Recent graduates  Employer requirements Expansion of content analysis Additional case studies  other institutions  entire syllabus / entire department Have newer applications replaced need for traditional?AULIC MSc presentations April 2011
  • Summary Ongoing debate but usually core module Difficult to find detailed module information Institutional factors some of most significant Significance of teaching methods Need for further investigationAULIC MSc presentations April 2011
  • Questions ?AULIC MSc presentations April 2011
  • References BOWMAN, J. H. 2006. Education and Training for Cataloguing and Classification in the British Isles. Cataloging & Classification Quarterly, 41, 309-333. CILIP 2004. Body of Professional Knowledge: setting out an adaptable and flexible framework for your changing needs [Online]. Available: http://www.cilip.org.uk/sitecollectiondocuments/PDFs/qualificationschartership/BPK.pdf [Accessed 20 March 2011]. CILIP 2010. Masters in Library & Information Management supplement. Update. London: CILIP. HJØRLAND, B. 2007. Arguments for the bibliographical paradigm. Some thoughts inspired by the new English edition of the UDC. Information Research [Online], 12. Available: http://informationr.net/ir/12-4/colis/colis06.html. HOTHO, S. 2008. Professional identity – product of structure, product of choice: Linking changing professional identity and changing professions. Journal of Organizational Change Management, 21, 721 - 742. HUDON, M. 2010. Teaching Classification, 1990–2010. Cataloging & Classification Quarterly, 48, 64 - 82. JARDINE, H. 2007. “Recruiting the Attitude”: a Public Library Viewpoint. Catalogue & Index, 155, 26- 28. RAJU, J. 2003. The Core in library and/or information science education and training. Education for Information, 21, 229-242. WHALEN MOSS, K. 2007. Swings & roundabouts: the role of cataloguing and classification in the LIS curriculum. Catalogue & Index, 155, 3 - 14.AULIC MSc presentations April 2011