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Cataloging training research


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An overview of a survey on cataloging/metadata training. How are staff trained? Is it successful? by robin fay, & Beth Thornton

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Cataloging training research

  1. 1. May 8, 2009 Robin Fay Beth Thornton University of Georgia Cataloging training in the field survey results
  2. 2. Survey Details <ul><li>Opened on April 10, 2009 </li></ul><ul><li>As of May 6, 2009 </li></ul><ul><ul><li>Total started surveys: 198 </li></ul></ul><ul><ul><li>Total completed surveys: 187 </li></ul></ul>
  3. 3. 1. What methods do you use? 91% Use directed, hands on training under direction of training 91% Use revision 50% Use self guided training tutorials 5% use synchronous learning
  4. 4. 2. Multimedia Tools 93% Use print 91% Use online documentation 36% Use online tutorials 35% Use email 20% Use webinars 4% Use video 2% Use podcasts or Instant Messaging
  5. 5. 3. What percentage of time do you use the multimedia tools (online tutorials, videos, podcasts, IM/Chat, email, synchronous teaching, etc.) selected in the question above? <ul><li>155 responses </li></ul><ul><li>Range from 0%-75% </li></ul><ul><ul><li>10% (35 responses) </li></ul></ul><ul><ul><li>0% (33 responses) </li></ul></ul>
  6. 6. 4. If revision/review is part of your training process, do you use different tools than you do for introductory training? (please explain) <ul><li>198 responses </li></ul><ul><li>No : 77.3% </li></ul><ul><li>Yes: 9.6% </li></ul><ul><li>We do not do revision 5.1% </li></ul><ul><ul><ul><li>I expect staff members to use the online procedures pages more than when they are first trained. </li></ul></ul></ul><ul><ul><ul><li>All original cataloging is peer-reviewed. New staff in training get more detailed instruction with the corrections. </li></ul></ul></ul><ul><ul><ul><li>We have not been accustomed to doing revision (no cataloging expert on staff); we are paying the price for this in poor data quality.) </li></ul></ul></ul>
  7. 7. 5. In what ways, does your training encompass teaching and learning methodologies, such as learning styles? Do you find that multimedia tools assist in adapting training? <ul><li>131 responses </li></ul><ul><li>A good number of “No” or n/a </li></ul><ul><ul><li>Staff too small </li></ul></ul><ul><ul><li>Not enough time </li></ul></ul><ul><ul><li>Not enough money [for training, for a catalog librarian who can train, etc.] </li></ul></ul><ul><li>More positive responses than negative </li></ul><ul><li>Good ideas: </li></ul><ul><ul><li>One respondent’s institution offers weekly in-house training classes on cataloging and acquisitions issues. </li></ul></ul>
  8. 8. Question 5 interesting words <ul><li>“ Multimedia tools are excellent for this and I do use them and am grateful to have them.” </li></ul><ul><li>“ Multimedia tools respond to the need for repetition and/or emphasis on one or two points to increase comprehension of a concept.” </li></ul><ul><li>“ Important to cater to learning styles, and certainly multimedia would be useful in this. Challenge that I am seeing in particular, however, is to get staff out of the &quot;tell me and I will do it&quot; or rote approach to cataloging and into the &quot;sure, I need to learn the rules as a guideline, but I also have to develop judgment, take responsibility for what I do and be willing to reach out to colleagues to problem solve in cases in which answers are not pat.” </li></ul>
  9. 9. 6. How do your training style and methods compare to how you were trained? <ul><li>143 responses </li></ul><ul><li>In general, reiterated importance of hands-on, and the fact that, to learn to catalog, one must catalog! </li></ul><ul><li>Most said their style and methods were similar or the same as how they were trained. </li></ul><ul><li>Differences in styles and methods cited include: </li></ul><ul><ul><li>Better tools available now </li></ul></ul><ul><ul><li>More and more timely feedback given </li></ul></ul><ul><ul><li>Greater focus now on how to find answers rather than rote learning and checklists </li></ul></ul><ul><ul><li>More independence; question-asking </li></ul></ul><ul><ul><li>More learner-centered </li></ul></ul>
  10. 10. Question 6 interesting words <ul><li>“ As a relatively new cataloger who was recently trained and now trains others, I am trying very hard to incorporate things like delicious links, tutorials from universities, and more A/V-style training. I'm a visual/web person and struggled with our policy of &quot;just read AACR2&quot; review/feedback training. Unfortunately, the methods I'd like to use are met with a lot of resistance from senior catalogers.” </li></ul><ul><li>“ I think I learn a lot more from them [my trainees], than they do from me!” </li></ul>
  11. 11. 7. How do you evaluate whether your training is successful? Is there any one training method or tool that has proven more effective? less effective? <ul><li>148 responses </li></ul><ul><li>Many cite review, spot-checking and reports as evaluation methods </li></ul><ul><li>Progress can be evaluated by questions asked by a trainee </li></ul><ul><li>Decrease in error rate; increase in productivity </li></ul><ul><li>Several consider success when the trainee feels comfortable in their job, comfortable asking questions, and begin learn where and how to look up their own answers (AACR2 and Interpretations, SCM, etc.) </li></ul>
  12. 12. Question 7 interesting words <ul><li>“ If I can catalog a record and no changes need to be made.” </li></ul><ul><li>“ If trainee learns from work done.” </li></ul><ul><li>“ I count training as successful when new catalogers understand the concepts and know where to turn for help. I don't worry about whether they know the rules exactly, just that there are rules and where to look them up.” </li></ul><ul><li>“ We are still exploring training methods and our current method which involves a lot of work on identifying bibliographic data prior to encountering AACR2 or MARC or even our library database, is proving very successful.” </li></ul><ul><li>“… my number one piece of advice when training new staff (or old staff on new tools) is to encourage them to ask questions.” </li></ul>
  13. 13. 8: Demographics <ul><li>24% small library </li></ul><ul><li>37% medium library </li></ul><ul><li>30% large library </li></ul><ul><li>56% academic </li></ul><ul><li>19% public </li></ul><ul><li>2% School media/k-12 </li></ul><ul><li>10% special </li></ul><ul><li>5% digital </li></ul>
  14. 14. 9: Demographics <ul><li>90% Contribute & use records from OCLC </li></ul><ul><li>19% Use WorldCat Local </li></ul><ul><li>15% Use a consortial catalog </li></ul><ul><li>33% Use a union catalog </li></ul><ul><li>19% Use only a local catalog </li></ul><ul><li>14% CONSER participants </li></ul><ul><li>10% BIBCO participants </li></ul><ul><li>25% NACO participants </li></ul>
  15. 15. 10. Is there anything else you'd like to tell us about your experience as a trainer or as a trainee? <ul><li>58 responses </li></ul><ul><li>“ Cataloging is tough to teach!! I wish there were teacher manuals especially since some schools are not requiring cataloging courses. These schools I do not recommend to students, by the way.” </li></ul><ul><li>“ It can be frustrating to learn and train in an environment where web tools are not yet accepted. Many new graduates are much more comfortable using and learning from online resources, so I think we should work on incorporating these tools into training. Of course, one-on-one training and review/feedback are also important.” </li></ul><ul><li>“ A good trainer can help develop a new cataloger but the mind set still has to be there. They either have it or they don't. All we can do is bring a good one along - and in his or her own way.” </li></ul><ul><li>“ In my day, perfection was of the upmost importance. I still think that accuracy is important (after all, key words only work when they're spelled correctly).” </li></ul><ul><li>“ [Training is] one of the most fulfilling parts of my job.” </li></ul>
  16. 16. Conclusions <ul><li>You tell us! </li></ul><ul><li>Themes </li></ul><ul><li>Needs </li></ul><ul><li>Where do we go from here? </li></ul>