RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
The tools of our trade: AACR2/RDA and MARCAnn Chapman
Guest lecture at London Metropolitan University on 13th March 2009. The lecture covered the history behind RDA, the international collaborative process by which it is being developed, an overview of the text and a look at the RDA approach to cataloguing; this was followed by an overview of the history and development process for the MARC format.
RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
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Guest lecture at London Metropolitan University on 13th March 2009. The lecture covered the history behind RDA, the international collaborative process by which it is being developed, an overview of the text and a look at the RDA approach to cataloguing; this was followed by an overview of the history and development process for the MARC format.
This is intended to be a two day workshop on RDA for individuals experienced with cataloging and MARC. This workshop will explore RDA with a specific focus on theories, practicalities, authority work, change highlights, and hands on cataloging. Formats covered will include monographs, serials, audio/visual materials, and online resources (integrating and monographs). The workshop will take the student through understanding the theories behind RDA and then cataloging by RDA standards.
Quick intro to RDA for my staff includes basic overview of how RDA differs from AACR2, MARC, FRBR, and the Semantic Web. Includes examples. by robin fay for UGA Libraries/ DBM, georgiawebgurl@gmail.com
ALA Digital Reference Publisher Troy Linker joined Amigos Library Services at "RDA @ Your Library: An Online Conference about Resource Description and Access" in early February to present "AACR2 to RDA: Using the RDA Toolkit." He offered background and tips for making a successful transition from AACR2 to RDA and how the RDA Toolkit can help
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
We have been supplying comprehensive range of inudstrial rubber hoses, PVC Hoses, PVC / Thermo Water Stop Seals, Safety Equipments,Rubber Profile (Moulded Products) and industrial rubber sheets for almost three decades.
This is intended to be a two day workshop on RDA for individuals experienced with cataloging and MARC. This workshop will explore RDA with a specific focus on theories, practicalities, authority work, change highlights, and hands on cataloging. Formats covered will include monographs, serials, audio/visual materials, and online resources (integrating and monographs). The workshop will take the student through understanding the theories behind RDA and then cataloging by RDA standards.
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ALA Digital Reference Publisher Troy Linker joined Amigos Library Services at "RDA @ Your Library: An Online Conference about Resource Description and Access" in early February to present "AACR2 to RDA: Using the RDA Toolkit." He offered background and tips for making a successful transition from AACR2 to RDA and how the RDA Toolkit can help
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
We have been supplying comprehensive range of inudstrial rubber hoses, PVC Hoses, PVC / Thermo Water Stop Seals, Safety Equipments,Rubber Profile (Moulded Products) and industrial rubber sheets for almost three decades.
Presentación de la asignatura "Fundamentos de Administración" relacionada a la función de control. La misma fue dictada en la Universidad de las Américas, Quito, en Septiembre de 2015.
Presentación de la asignatura "Fundamentos de Administración" relacionada a las decisiones gerenciales. La misma fue dictada en la Universidad de las Américas, Quito, en Septiembre de 2015.
Presentación de la asignatura "Fundamentos de Administración" relacionada a la administración estratégica. La misma fue dictada en la Universidad de las Américas, Quito, en Septiembre de 2015.
NISO Webinar:
Experimenting with BIBFRAME: Reports from Early Adopters
About the Webinar
In May 2011, the Library of Congress officially launched a new modeling initiative, Bibliographic Framework Initiative, as a linked data alternative to MARC. The Library then announced in November 2012 the proposed model, called BIBFRAME. Since then, the library world is moving from mainly theorizing about the BIBFRAME model to attempts to implement practical experimentation and testing. This experimentation is iterative, and continues to shape the model so that it’s stable enough and broadly acceptable enough for adoption.
In this webinar, several institutions will share their progress in experimenting with BIBFRAME within their library system. They will discuss the existing, developing, and planned projects happening at their institutions. Challenges and opportunities in exploring and implementing BIBFRAME in their institutions will be discussed as well.
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Experimental Mode: The National Library of Medicine and experiences with BIBFRAME
Nancy Fallgren, Metadata Specialist Librarian, National Library of Medicine, National Institutes of Health, US Department of Health and Human Services (DHHS)
Exploring BIBFRAME at a Small Academic Library
Jeremy Nelson, Metadata and Systems Librarian, Colorado College
Working with BIBFRAME for discovery and production: Linked data for Libraries/Linked Data for Production
Nancy Lorimer, Head, Metadata Dept, Stanford University Libraries
This is intended to be a two day workshop on RDA. This workshop will explore RDA with a specific focus on theories, practicalities, authority work and hands on cataloging. The workshop will take the student through understanding the theories behind RDA and then cataloging by RDA standards.
RDA Implementation at Edinburgh University Library, 2014/ Alasdair MacDonald...CIGScotland
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The Semantic Web meets the Code of Federal Regulationstbruce
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Joint presentation with Nuria Casellas.
HORIZONTAL MAPPING PROJECT 2
Florida ELA Standards Horizontal Mapping Project: Tenth Grade
John Doe
Liberty University
Running head: HORIZONTAL MAPPING PROJECT 1
HORIZONTAL MAPPING PROJECT 6
1st Nine Weeks
LFAS.910.RL.4.10 – Reading and Comprehension of Literature
LAFS.910.RL.1.1
Explicit Information and Inferences
LAFS.910.RL.1.2
Themes
LAFS.910.RL.1.3
Character Development
LAFS.910.RL.2.4
Word/Phrase Meaning, Development and Tone
LAFS.910.RL.2.5
Authorial Choices and Structure
LAFS.910.RL.3.7
Key Scene Analysis
LAFS.910.RL.3.9
Authorial Source Material
LAFS.910.RL.2.6
POV and Cultural Experience in World Literature
Overview of Reading Standards for Literature
Overview of Reading Standards for Literature
LAFS.910.W.1.3
Writing Narratives
LAFS.910.W.2.4
Development, Organization, and Style
LAFS.910.W.3.9
Evidentiary Support
LAFS.910.W.3.8
Gathering Information / Sources
LAFS.910.W.2.5
Planning, Revising, Editing, Rewriting
Assessment Day
2nd Nine Weeks
LFAS.910.RI.4.10 – Reading and Comprehension of Non-Fiction
LAFS.910.RI.1.1
Explicit Information and Inferences
LAFS.910.RI.1.2
Development of Central Idea
LAFS.910.RI.1.3
Authorial Sequence of Information
LAFS.910.RI.2.4
Word and Phrase Meaning Development and Effects on Tone
LAFS.910.RI.2.5
Authorial Choices and Structure
Authorial POV and Purpose / Use of Rhetoric
LAFS.910.RI.3.7
Stories in Different Mediums
LAFS.910.RI.3.8
Evaluating Argument/Claim
Overview of
Non-Fiction
Overview of
Non-Fiction
LAFS.910.W.1.2
Writing Informative/Exploratory
LAFS.910.W.2.4
Development, Organization, and Style
LAFS.910.W.3.9
Evidentiary Support
LAFS.910.W.3.8
Gathering Information / Sources
LAFS.910.W.2.5
Planning, Revising, Editing, Rewriting
Assessment Day
3rd Nine Weeks
LAFS.910.RST.4.10 – Reading and Comprehension in Science and Technical Subjects
LAFS.910.WHST.4.10 – Routine Writing / Range of Writing
LAFS.910.RST.1.1
Analysis of Texts
LAFS.910.RST.1.2
Central Ideas and Summarization
LAFS.910.RST.1.3
Experiments and Procedures
LAFS.910.RST.2.4
Word and Phrase Meaning
LAFS.910.RST.2.5
Key Terms / Key Concepts
LAFS.910.RST.2.6
Authorial Intent
LAFS.910.RST.3.7
Information Transposition
LAFS.910.RST.3.8
Supporting Claims
Overview of Reading Standards for Science and Technical Subjects
Overview of Reading Standards for Science and Technical Subjects
LAFS.910.WHST.1.2
Writing Informative/Explanatory Discipline-Specific
LAFS.910.WHST.2.4
Writing Development
LAFS.910.WHST.3.7
Research Projects
LAFS.910.WHST.3.8
Information and Sources
LAFS.910.WHST.3.9
Evidentiary Support
LAFS.910.WHST.2.5
Planning, Revising, Editing, Rewriting
Assessment Day
4th Nine Weeks
LAFS.910.RH.4.10 – Reading and Comprehension in History / Social Studies
LAFS.910.WHST.4.10 – Routine Writing / Range of Writing
LAFS.910.RH.1.2
Central Ideas and Summarization
LAFS.910.RH.2.5
Use of Structure
LAFS.910. ...
Outline:
Brief History Background of Subject Cataloging
Definitions of Terms
Types of Subject Headings
Principles of Subject Headings
Sears list of Subject Headings
Library of Congress Subject Headings
Chemistry III Practical. How to find articles for the literature review project. How to use SciFinder, Web of Science and Scopus to track down articles. How to export articles to RefWorks and create a list of references
Assignment 3 Direct ManipulationDue Week 8 and worth 80 points.docxsalmonpybus
Assignment 3: Direct Manipulation
Due Week 8 and worth 80 points
Early computer systems relied on command line interfaces to perform all actions. Today, the majority of systems use direct manipulation rather than a command line interface. The goal of designing a direct manipulation interface is to make use of the system intuitive to the end user. One industry that has been extremely successful designing intuitive direct manipulation inputs is the video game industry. Most game players are able to learn controls as they play a game and then apply the same controls to similar games. Rarely do they need to read a user manual.
Write a four to five (4-5) page paper in which you:
1. Describe the three (3) principles of direct manipulation and give examples as to how they are used in video game controls.
2. Analyze video game-type interfaces and discuss three (3) reasons why video game-type interfaces would not be effective for real-world applications.
3. Describe at least three (3) advantages of direct manipulation versus command line interfaces.
4. Evaluate direct manipulation and describe three (3) problems with it.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Describe direct manipulation and virtual environments.
• Use technology and information resources to research issues in human-computer interaction.
• Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
Word Study Instructions
Philippians 2:1 (NA28)
Εἴ τις οὖν παράκλησις ἐν Χριστῷ, εἴ τι παραμύθιον ἀγάπης, εἴ τις κοινωνία πνεύματος, εἴ τις σπλάγχνα καὶ οἰκτιρμοί,
Each student will complete a word study on a significant word in their selected passage and write a 400-500-word exegetical essay describing their findings and conclusions. The word study will focus on correct method, sound conclusions, and relevant sources for consultation. The essay should be in 12 point, Times New Roman font. Format per the Turabian guidelines.
Resources for Turabian formatting may be found in the Online Writing Center. Your paper should follow the footnote method of citation.
Follow the guidance below to construct your essay:
1. Select an approved word from your passage for your word study.
2. Work through the Word Study Procedure described on the followin.
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RDA and Hebraica: Applying RDA in one cataloging community
1.
2.
3. What is RDA? (from Wikipedia) Resource Description and Access or RDA is a set of instructions for the cataloguing of books and other materials held in libraries and other cultural organizations such as museums and galleries. RDA is the successor to the second edition of the Anglo-American Cataloguing Rules (AACR2), the current standard set of cataloguing guidelines for English language libraries. It was initially released in summer 2010, and in the United States, following widespread controversy amongst cataloguers, the three national libraries (Library of Congress, National Library of Medicine, and the National Agricultural Library) organized a nation-wide test of the new standards.
9. A Quick Trip Around the Block with RDA: Capitalization
10. RDA 1.7 The guidelines for capitalization are detailed under 1.7.2
11. RDA 1.7.2 Apply the instructions on capitalization given in appendix A .
12. Appendix A.1 Unless there are specific guidelines under A.2–A.9 , capitalize words according to the guidelines for the language involved. See A.10–A.55 for more information about specific languages; for other languages, consult style manuals for the language concerned. Record any words not covered by the guidelines in this appendix in lower case
13. Alternative When recording the attributes of a manifestation or item (see chapters 1 –4 ), if the agency creating the data has established in-house guidelines on capitalization, or has designated a published style manual, etc., as its preferred guide, use those guidelines or that style manual in place of the instructions given in this appendix
14. LCPS [Alternative] LC practice for Alternative : For capitalization of transcribed elements, either “take what you see” on the resource or follow this appendix. For other elements, follow this appendix. If supplying information in brackets, or providing a romanized form, apply cataloger’s judgment to follow this appendix or not
15. Stanford applied the first part of the LCPS, i.e., catalogers transcribed what they saw on the resource as found At the Library of Congress, testers were free to apply their own judgment (following the LCPS) SUL vs. LC Policy on Title Transcription
17. SUL Transcription LC catalogers had the option to record the subtitle on the added title page as “a smile, a cat, a cut”
18. By the way, what is the title-on-added-title-page doing in the 245?
19.
20. The Hebraica cataloging community should recommend an LCPS practice for abbreviating lengthy statements of responsibility of the sort found in rabbinic literature
21. RDA 2.4.1.4 Recording Statements of Responsibility Transcribe a statement of responsibility in the form in which it appears on the source of information … by Sir Richard Acklund Optional Omission Abridge a statement of responsibility only if it can be abridged without loss of essential information. Do not use a mark of omission (…) to indicate such an omission. Always record the first name appearing in the statement … by Harry Smith Source of information reads: by Dr. Harry Smith Charles F. Hoban, Jr. Source of information reads: Charles F. Hoban, Jr., Special Assistant, Division of Visual Education, Philadelphia Public Schools LC practice for Optional omission : Generally do not abridge a statement of responsibility
23. Stanford’s policy during the Test was to transcribe everything in the first statement of responsibility in accordance with instruction 2.4.1.4 Me menu ḥ ot / ǂc nilḳaṭim ṿe-nidpasim me-amtaḥat ha-ketavim shel hai tsorev, she-ʻoseḳ be-ḥuḳe ḥorev, yomam ṿa-lailah beli ḥeraf, h.h. aḥinu ha-rav, he-ḥ. u-v. muflag ṿe-naʻaleh be-Torah ṿe-yirʼah, la-Shem ule-tifʼeret, mi-yeḥide segulah, mi-gezaʻ ḳedushah , k. sh. T., mo. ha-R. Mosheh Yirmey. Ṭaiṭelboim, z.l.h.h., ben a. mo. r. le-hib. le-ḥ.l. ha-g. ha-ts., mo. ha-R. Shemuʼel, sheliṭa, r. a. ha-k. me-ʻorer ha-shaḥar u-ṿ.m. s.b., y. ts. ṿ.
27. The Hebraica cataloging community should recommend revised wording for RDA to reflect the desired outcome vis à vis the recording of terms such as "Sefer …" at the beginning of a title proper (RDA Ch. 2 ) and in the preferred title (RDA Ch. 6 ).
29. AACR2 25.3A. Use the title or form of title in the original language by which a work created after 1500 has become known through use in manifestations of the work or in reference sources. RDA 6.2.2.4 For works created after 1500, choose as the preferred title the title in the original language by which the work has become known through use in resources embodying the work or in reference sources … 25.3B. If no title in the original language is established as being the one by which the work is best known, or in case of doubt, use the title proper of the original edition. Omit from such titles: 1) introductory phrases Example: Treatyse of a galaunt Here begynneth a Treatyse of a galaũt
30. Response from [email_address] about this situation under RDA: Because the instructions for title proper are the same in AACR2 and RDA, we don't see the need for you to change your practice under RDA for the 245 field. Under RDA, you could decide that Sefer etc. …, is not how the works are commonly known and drop it from the preferred title-- not because it is an “introductory word” necessarily, but because the works are more commonly known without it. If the community could agree on the treatment of Sefer, Kitāb, etc., we could document this in the LCPSs if seen as desirable .
31. So we come up with the following, under both AACR2 and RDA:
33. Sefer Meḳor ha-ḥayim ḥibro Hayim Ḳrokhmal Sefer ‘ Inve ha-gefen ḥibro Avigdor Kats Sefer Oryan telitai ḥibro Mosheh Hibner
34. So here’s the AACR2 for that: 3 works published together, with 3 different authors and no collective title. Entry under author of 1 st work; name-title added entries for the works by the other 2 authors ( 21.7B1 )
35. And here’s the RDA ( 6.27.1.4 ). Isn’t something missing? Where is the 130 uniform title? How can a 245 00 begin with “Sefer”? THREE name-title added entries?
37. In RDA terms, this is a work composed of three works. In AACR2, such a compilation is entered under the name and title of the first work it contains. In RDA, the compilation has no preferred title of its own, and access points must be created for each of the works in the compilation.
38. So how do we Cutter this? It’s another question we asked PSD. They suggested (you guessed it!) we might want to propose an LCPS.
39.
40. It’s a bit odd, Cuttering by the 246, but it could be done.
41. RDA 6.27.1.4 Alternative Instead of (or in addition to) constructing access points for each of the works in the compilation, construct an authorized access point representing the compilation using a devised title formulated according to the instructions given under 2.3.11. So we could give our compilation a devised title like “ Three commentaries on the book of Ruth” and Cutter it by the “T.”
42. Here’s another variant on the “compilation” story: a publication that contains the Haggadah in Hebrew and in English. In AACR2 we’d have a 130 Haggadah. ‡l English & Hebrew Here’s a rather full RDA record:
43.
44.
45. 730 02 ‡i Contains (expression): ‡l English. 730 02 ‡i Contains (expression): ‡l Hebrew. Yes, if you wish to exceed the core requirements, you may add another 730 for the other text in the resource. And you should add the “relationship designators” too ( i-subfield ) which we don’t have time to explain now.
46. The Hebraica cataloging community should recommend an LCPS practice for recording dates of publication expressed in Hebrew characters when recording date of publication in non-Latin script fields.
47. AACR2 C.5D. Use Western-style arabic numerals in the following elements of the bibliographic description: 1) in an edition statement 2) in the material (or type of publication) specific details area … 3) in the date of publication, distribution, etc., element 4) in the physical description area 5) in the series numbering RDA 1.8.2 Form of numerals Record numerals in the form preferred by the agency creating the data, unless the substitution would make the numbering less clear. Alternative 1 Record numerals in the form in which they appear on the source of information. LCPS on Alternative 1 Apply the alternative.
48. Wouldn’t you think these RDA instructions would mean: 260 ǂa Bruḳlin : ǂb Mosheh ben Yeḳuti’el Zalman Ḥayim Hibner, ǂc 5769 [2008 or 2009] 880 ǂa ברוקלין : ǂb משה בן יקותיאל זלמן חיים היבנר , ǂc תשס " ט [2008 or 2009] But for the Test we did: 880 ǂa ברוקלין : ǂb משה בן יקותיאל זלמן חיים היבנר , ǂc 5769 [2008 or 2009] just as we do in AACR2
50. The Hebraica cataloging community should recommend changes to the LCPS for 9.2.2.5.3 regarding selecting the best Latin script form of preferred names .
51. LCPS for 9.2.2.5.3 Names Written in a Non- Preferred Script (Hebraic Alphabet)
52. AACR2: In the absence of found romanization or encyclopedia articles, standard romanization is the choice RDA/LCPS: In the absence of found romanization or encyclopedia articles, Facebook is the choice
55. ha-Kohen = הכהן Title or Other Designation Associated with the Person
56. AACR2 22.12 TITLES OF NOBILITY 22.12A. Add, to the name of a nobleman or noblewoman not entered under title (see 22.6 ), the title of nobility in the vernacular if the title or part of the title or a substitute for the title commonly appears with the name in works by the person or in reference sources. In case of doubt, add the title.
57.
58.
59. 9.4.1.5 Titles of Nobility—CORE ELEMENT For a nobleman or noblewoman whose title has not been recorded as the first element in the preferred name (see 9.2.2. 14 – 9.2.2.15 ), record the title of nobility in the language in which it was conferred.
60. E.1.2.2. Access Points Representing Persons Precede a title of nobility by a comma and a space. Precede the term Saint by a comma and a space. Enclose the term Spirit in parentheses. Precede a title of royalty or religious rank, or a term of address for a person of religious vocation by a comma and a space. Precede a date or range of dates by a comma and a space. Separate a date of birth and a date of death by a hyphen. If a date of birth is not followed by a date of death, follow it with a hyphen. If a date of death is not preceded by a date of birth, precede it by a hyphen. Enclose a fuller form of name in parentheses. Enclose a distinguishing term in parentheses.
61. Israel Meir, ╪c ha-Kohen, ╪ d 1838-1933 Kagan, Israel Meir, ╪ d 1838-1933 Poupko, Israel Meir, ╪d 1838-1933
62. Personal Name Headings – Qualifiers AACR2 22.19, LCRI 22.19 Johannes (Notary) Thomas (Anglo-Norman poet) Smith, John, Sir Brown, George, Captain Brown, George, F.I.P.S. Brown, George, Rev. Brown, George, Ph. D. Brown, George, flutist RDA 9.19.1.1, 9.19.1.2, 9.19.1.6 Johannes (Notary) Thomas (Anglo-Norman poet) Smith, John ( [Profession or Occupation] ) or Smith, John ( [Field of activity] ) or Smith, John [undifferentiated] Brown, George (Soldier) or Brown, George [undifferentiated] Brown, George ( [Profession or Occupation] ) or Brown, George ( [Field of activity] ) or Brown, George [undifferentiated] Brown, George (Clergyman) Brown, George ( [Profession or Occupation] ) or Brown, George ( [Field of activity] ) or Brown, George [undifferentiated] Brown, George (F lutist )
63. So what about “Rabbi”? “ It seems that RDA considers ‘Rabbi’ to be a title of religious vocation (RDA 9.4.1.8) and only used as an addition when the preferred form of the name is entered under given name and ‘Rabbi’ is preceded by a comma. A rabbi entered under surname may need to be treated as a ‘Clergyman’ with parentheses for occupation on either side. The issue of Rabbi is confusing in RDA. In A2 it is considered a title of address (HCM, under 1.1F7) and can serve as an addition to names entered under surname as per A2 22.19B1. We may want to bring this up with PSD.” --Heidi Lerner, June 19, 2011.
64. A 17 th -century rabbi by Rembrandt possibly Ḳrokhmal, Ḥayim ╪ c (Clergyman) Just a joke! Not the real heading!
69. Yerushala[y]im shel Zahav a tale of the RDA Test Heidi and Joan were cataloging a book for the RDA Test.
70. The book was published in: ירושלם = Y R W Sh L M Heidi and Joan wanted to romanize it as: Yerushala[y]im the way they did it in AACR2. Hebraica Cataloging said that would be okay (p. 38).
71. Heidi and Joan knew, though, that RDA doesn’t like brackets much, but that it also says: If information taken from a source outside the resource itself is supplied … indicate that fact either by means of a note or by some other means (e.g., through coding or the use of square brackets)— Instruction 2.2.4 . Did that mean they could put the “y” that isn’t there יושל > ? < ם in brackets or not??
72. The Policy & Standards Office told them they could use the brackets “ for the duration of the Test.” Heidi and Joan were happy because the solution was so easy. “ Romanization table trumps ‘take what you see.’” They danced for joy!
73. But afterwards, PSD got back to them and said, “Romanization table does NOT trump ‘take what you see.’” “ The stated problem is with the ALA-LC romanization table.” Wait a minute what do you mean who said there was a problem?
74. Heidi and Joan were so sad! They hadn’t known their romanization table was bad! They didn’t know how to fix it!
77. Research and academic libraries worldwide have substantial collections of materials in non-Western languages. Communities cataloging such exotic materials expected that RDA would move away from the English/Anglo-American focus of AACR2 and provide guidance for handling non-Western bibliographic and publishing practices. Two official Test catalogers who work with materials in Hebrew script sought to fit their materials into the standard RDA format, but learned that “internationalization” lies mainly in the future. It’s the experience of the community and its active contributions which will expand RDA beyond its present Anglo-centric boundaries.