RDA as a “first language”: teaching beginner cataloguers in RDA

Deborah LeeCILIP CIG conference, 10/9/14

Change from AACR2 RDA = lots of training

This in turn produced lots of thinking about cataloguing training

Obligatory cat

However … the majority – not all – of this

literature focusses on “conversion training”

(That is, training existing cataloguers how to catalogue in RDA)

Canine revenge

What about those new to cataloguing?

Going to use Courtauld’s cataloguing training to help answer this question

Schedule

1. Outline of cataloguing training in RDA

2. Impact of local policies3. Relationships

1. Outline of cataloguing training

1. Workshops• 6-8 sessions of 3 hours• In seminar room, not library• Teaching methods: “Lectures” and

“exercises”• Reading between some sessions

1. Outline of cataloguing training

2. Practical cataloguing• Produce “real” catalogue records on LMS• Under review• Written and verbal feedback provided• “Assessment” is to produce enough

perfect records for “independent status”

Having fun practicing cataloguing!

1. Outline of cataloguing training

2013-14 cataloguing trainingWeek 1 Introduction to cataloguing, FRBR

and RDAWeek 2 TitlesWeek 3 Publication and exhibition notesWeek 4 Contents, carriers and mediaWeek 5 RelationshipsWeek 6 Authority controlWeek 7 Other elements and putting

everything togetherWeek 8 Practice and practical matters

1. Outline of cataloguing training

Structure: Any notable differences from AACR2

training?• Slightly longer• More introductory material, e.g. FRBR• More time on relationshipsMore details, see my article about

teaching RDA

1. Outline of cataloguing training

To look at question, consider two aspects:1. Impact of local policies in designing

and delivering cataloguing “in” RDA2. Teaching the complex topic of

relationships “in” RDA

2. Impact of local policies

• Need local policies to work with RDA• More local policies in RDA than in

AACR2• Local policies significant part of RDA

implementation• What is the impact of local policies

on training new cataloguers in RDA?Remember, local policies are not about going against RDA, just about making consistent decisions about

what is in RDA

2. Impact of local policies

Produce excellent general cataloguers

Need to do job in hand

2. Impact of local policies

Ways of articulating local policies within training:

Highlight verbally in training sessionsLocal policies indicated in guidelinesIn future, guidelines part of RDA

Toolkit and will also be indicated

2. Impact of local policies

Example of local policy: Courtauld

RDA training 2013-14, week 2, slide 27.

2. Impact of local policies

Issues with local policies• Complexity of explaining sometimes

contradictory instructions• Sending staff to external training• Using online, existing training

3. Teaching relationships

Structure of relationship training

Content of relationships Authority control

Relationships

Week 5 of Courtauld training

Week 6 of Courtauld training

3. Teaching relationships

Week 5 structure [Relationships]1. Relationships in RDA2. Identifying Group 2 entities3. MARC21 fields for group 2 entities 4. Relationship designators5. Exhibition catalogue relationships

Plus pictures of cute animals

3. Teaching relationships

What did we learn about teaching RDA relationships?

Concept of relationship designators very natural

Difficult to split relationship designators from the group 2 entities when creating training

Biggest structural change from AACR2, so longest session to write

3. Teaching relationshipsWorking out basic “type”, e.g. artist

creator, compilation, etc.

Comprehension of consequences

Choice of group 2 term

Choice of relationship designator

Authority control, MARC21, punctuation

Relationship process in RDA

3. Teaching relationshipsWorking out basic “type”, e.g. artist

creator, compilation, etc.

Comprehension of consequences

Choice of group 2 term Authority control, MARC21, punctuation

Relationship process in AACR2

3. Teaching relationships

Error analysis• 78 records by one group of RDA

“natives” 31 relationship errors to analyse

3. Teaching relationships

Common errors• Decisions about artists as single creators • Not adhering to local practice on number

of contributors• Dealing with multiple relationship

designators for same Group 2 entity

Lessons learnt: think carefully about how we teach these topics

3. Teaching relationships

Categorise errors according to model …• Few errors: MARC21/punctuation • Most errors: relationship designators• 2nd highest no. of errors:

“consequences”

But … Errors in relationship designators actually mask misunderstanding of

concepts, i.e. in consequences stage

3. Teaching relationshipsWorking out basic “type”, e.g. artist

creator, compilation, etc.

Comprehension of consequences

Choice of group 2 term

Choice of relationship designator

Authority control, MARC21, punctuation

3. Teaching relationships

Changes and knowledge gained:1. Some rules and guidelines need teaching

more carefully, e.g. artists as single creators2. Teach relationship designators alongside

group 2 entities (as suggested by error analysis and creating training)

3. Radical (!) idea: explore teaching relationships before resource description?

3. Teaching relationships

Proposed structure of week 5 relationships training:1. Relationships in RDA2. Identifying Group 2 entities3. Relationship designators4. MARC21 fields for group 2 entities 5. Exhibition catalogue relationships

Concluding thoughts

• Teaching cataloguing in RDA presents new challenges

• RDA as “first language” has not been a hindrance

In fact … teaching to those with RDA as a “first language”, could help teachers

move closer to RDA becoming their first cataloguing language!