Library Resources & ISSN 0024-2527 Technical Services October 2009 Volume 53, No. 4

Association for Library Collections and Technical Services Annual Report 2008–9 M. Dina Giambi

Training Successful Paraprofessional Copy Catalogers Colleen Valente

Literature of Acquisitions in Review, 2004–7 Barbara S. Dunham and Trisha L. Davis

Author-Assigned Keywords versus Library of Congress Subject Headings C. Rockelle Strader

The Association for Library Collections & Technical Services 53 ❘ 4 ad cvr2 Library Resources & Technical Services (ISSN 0024-2527) is published quarterly by the American Library Association, 50 E. Huron St., Chicago, IL 60611. It is the official publication of the Association Library Resources for Library Collections & Technical Services, a division of the American Library Association. Subscription price: to members of the Association & for Library Collections & Technical Services, Technical Services $27.50 per year, included in the membership dues; to nonmembers, $85 per year in U.S., Canada, and Mexico, and $95 per year in other foreign coun- ISSN 0024-2527 October 2009 Volume 53, No. 4 tries. Single copies, $25. Periodical postage paid at Chicago, IL, and at additional mailing offices. POSTMASTER: Send address changes to Library Editorial 214 Resources & Technical Services, 50 E. Huron St., Chicago, IL 60611. Business Manager: Charles Wilt, Executive Director, Association for Library Association for Library Collections and Technical Services Collections & Technical Services, a division of the American Library Association. Send manuscripts Annual Report 2008–9 216 to the Editorial Office: Peggy Johnson, Editor, M. Dina Giambi Library Resources & Technical Services, University of Minnesota Libraries, 499 Wilson Library, 309 19th Ave. So., Minneapolis, MN 55455; (612) 624- 2312; fax: (612) 626-9353; e-mail: m-john@umn .edu. Advertising: ALCTS, 50 E. Huron St., Articles Chicago, IL 60611; 312-280-5038; fax: 312-280- 5032. ALA Production Services: Troy D. Linker, Training Successful Paraprofessional Copy Catalogers 219 Chris Keech, Tim Clifford, and Justine Wells. Colleen Valente Members: Address changes and inquiries should be sent to Membership Department—Library Resources & Technical Services, 50 E. Huron Literature of Acquisitions in Review, 2004–7 231 St., Chicago, IL 60611. Nonmember subscribers: Barbara S. Dunham and Trisha L. Davis Subscriptions, orders, changes of address, and inquiries should be sent to Library Resources Author-Assigned Keywords versus Library of Congress & Technical Services, Subscription Department, American Library Association, 50 E. Huron St., Subject Headings 243 Chicago, IL 60611; 1-800-545-2433; fax: (312) 944- Implications for the Cataloging of Electronic Theses and Dissertations 2641; [email protected]. C. Rockelle Strader Library Resources & Technical Services is indexed in Library Literature, Library & Information Science Abstracts, Current Index to Journals in Education, Science Citation Index, and Information Science Notes on Operations Abstracts. Contents are listed in CALL (Current American—Library Literature). Its reviews are Can Blogging Help Cataloging? 251 included in Book Review Digest, Book Review Index, and Review of Reviews. Using a Blog and Other Web 2.0 Tools to Enhance Cataloging Section Activities Instructions for authors appear on the Library Sherab Chen Resources & Technical Services webpage at www .ala.org/alcts/lrts. Copies of books for review should be addressed to Edward Swanson, Book Review Better, Faster, Stronger 261 Editor, Library Resources & Technical Services, Integrating Archives Processing and Technical Services 1065 Portland Ave., Saint Paul, MN 55104; e-mail: Gregory C. Colati, Katherine M. Crowe, and Elizabeth S. Meagher [email protected]. ©2009 American Library Association Book Reviews 271 All materials in this journal subject to copyright by the American Library Association may be photo- Index to Advertisers 272 copied for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Annual Index 273 For other reprinting, photocopying, or translating, address requests to the ALA Office of Rights and Permissions, 50 E. Huron St., Chicago, IL 60611. Reprinted with permission from Modino dei Luzzi, Anatomia (Leipzig: Martin Landsberg, ca. 1493), held in the John Martin Rare Book Room, Hardin Library The paper used in this publication meets the mini- mum requirements of American National Standard for the Health Sciences, University of Iowa. for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. ∞

Publication in Library Resources & Technical Services does not imply official endorsement by the Association for Library Collections & Technical Services nor by ALA, and the assumption of edito- Association for Library Collections & Technical Services rial responsibility is not to be construed as endorse- Visit LRTS online at www.ala.org/alcts/lrts. ment of the opinions expressed by the editor or For current news and reports on ALCTS activities, see the ALCTS Newsletter Online at individual contributors. www.ala.org/alcts/alcts_news. 214 LRTS 53(4)

EDITORIAL BOARD Editorial Editor and Chair Peggy Johnson Peggy Johnson University of Minnesota I am delighted to announce that “Approaches to Selection, Members Access, and Collection Development in the Web World: A Case Study with Fugitive Literature,” by Karen Schmidt, Kristen Antelman, North Carolina Wendy Allen Shelburne, and David Steven Vess, received State University both the Best of LRTS Award and the Blackwell’s Scholarship Stephen Bosch, University of Award at the 2009 American Library Association Annual Arizona Conference in Chicago.1 Elise Calvi, Indiana Historical This last issue in volume 53 marks a transition in the Society membership of the LRTS editorial board. I want to thank those members who Allyson Carlyle, University of are leaving the board after Annual Conference for their service: Washington Mary Casserly, University at Albany • Yvonne C. Carignan (Historical Society of Washington, D.C., Library): Preservation and Reformatting Section representative Elisa Coghlan, University of • Magda A. El-Sherbini (Ohio State University Libraries): Member at large Washington • Shirley J. Lincicum (Western Oregon University Hamersly Library); Leslie Czechowski, University of Member at large Pittsburg Health Sciences Library Lewis Brian Day, Harvard Four new members will be joining the board: University Dawn Hale, Johns Hopkins • Elise Calvi: Preservation and Reformatting Section representative University • Leslie Czechowski (University of Pittsburg Health Sciences Library): October Ivins, Ivins eContent Intern Solutions • Birdie McLennan (University of Vermont Libraries): Member at large Edgar Jones, National University • Elaine L. Westbrooks (University of Nebraska–Lincoln Libraries): Member Birdie McLennon, University of at large Vermont Libraries The following members will continue to serve on the board: Randy Roeder, University of Iowa Carlen Ruschoff, University of • Kristin A. Antelman (North Carolina State University Libraries): Cataloging Maryland and Classification Section representative Sarah Simpson, Tulsa City–County • Stephen J. Bosch (University of Arizona Library): Acquisitions Section Library System representative Elaine L. Westbooks, University of • Allyson Carlyle (University of Washington Information School): Serials Nebraska–Lincoln Libraries Section representative • Mary F. Casserly (State University of New York–Albany): Collection Ex-Officio Members Management and Development Section representative • Elisa F. Coghlan, University of Washington Libraries): Member at large Charles Wilt, Executive Director, • Lew Brian Day (Harvard University Houghton Library): Member at large ALCTS • Dawn L. Hale (Johns Hopkins University Milton S. Eisenhower Library): Mary Beth Weber, Rutgers Council of Regional Groups representative University, Editor, ALCTS • October R. Ivins (Ivins eContent Solutions): Member at large Newsletter Online • Edgar A. Jones (National University Library): Member at large Edward Swanson, Minitex Library • Randy Roedr (University of Iowa Libraries): Member at large Information Network, • Carlen Ruscoff (University of Maryland Libraries): member at large Book Review Editor, LRTS • Sarah Simpson (Tulsa City-County Library System): Virtual member 53(4) LRTS Editorial 215

• Edward Swanson (University of Minnesota a note. Their e-mail addresses are published with their MINITEX)—Book Reviews editor papers. Letters to the editor are always welcome. I hope you • Mary Beth Weber (Rutgers University Libraries)— will have an opportunity to thank your colleagues listed here Ex-Officio member for their important contributions to the continuing success of Library Resources and Technical Services. In addition, I wish to recognize those who are essential to producing the issues that arrive in your mailboxes every Reference month: Tim Clifford, our production editor, and the rest of 1. Karen Schmidt, Wendy Allen Shelburne, and David Steven the staff at ALA Production Services, and Christine Taylor, Vess, “Approaches to Selection, Access, and Collection our ALCTS staff liaison. Of course, we would not have a Development in the Web World: A Case Study with Fugitive journal without contributing authors or book reviewers. If Literature,” Library Resources & Technical Services 52, no. 3 a paper or review engages you, send the author or authors (July 2008): 184–91.

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Association for Library Collections and Technical Services Annual Report 2008–9 By M. Dina Giambi, 2008–9 ALCTS President

his year was full of accomplishments, new initiatives, and the start of a T thorough review of the Association for Library Collections and Technical Services (ALCTS) organizational structure. The effect of the current global economy has been far-reaching and has affected ALCTS members, their librar- ies and organizations, membership renewals, division participation, conference attendance, and the operation and financial management of the division.

Data Gathering

The survey of the ALCTS membership conducted in 2007–8, based on The 7 Measures of Success: What Remarkable Associations Do That Others Don’t, continued to provide valuable insight into member needs, concerns, percep- tions, and expectations.1 Additional analysis, including the Preservation and Reformatting Section (PARS) study titled “Changing PARS Discussion/Interest Group Structure” and the Membership Committee review of ALCTS members in public libraries provided additional useful information. The “Membership Research Study,” conducted by the American Library Association (ALA) Office for Research and Statistics also revealed demographic and employment data.

Communication

Increasing and improving communication with and between the membership and implementing new modes of communication were accomplished. The ALCTS Newsletter Online and a rejuvenated ALCTS@aGlance featured conference and meeting previews as well as reports, news, and announcements of education opportunities. An assortment of discussion lists enabled members to examine topics ranging from digital preservation to the future of subject headings. The ALCTS E-forum, which debuted in May 2008, has attracted more than nine hun- dred subscribers for lively discussions on subjects including disaster prepared- ness, coping with shrinking resources, and national cataloging standards versus M. Dina Giambi ([email protected]) is local policies. The ALA Connect introduction, in spring 2009, offers another Assistant Director for Library Technical Services, University of Delaware Library, communication tool that ALCTS members will find very useful for sharing docu- Newark. ments and information. 53(4) LRTS Association for Library Collections and Technical Services Annual Report 2008–9 217

2009 ALA Midwinter Meeting Annual Conference. The Institute of Museum and Library and Annual Conference Services awarded ALA and the Western Council of State Libraries a Laura Bush 21st Century Librarian grant to Forums during the 2009 ALA Midwinter Meeting in Denver maintain the Library Support Staff Certification Program. attracted large audiences listening to experts discuss a ALCTS was awarded $2,500 to serve as a field test site for variety of hot topics. Particularly noteworthy were “RDA the program. A proposal by PARS to establish a Preservation [Resource Description and Access] Update Forum” and Awareness Week to raise public and professional awareness “Who’s at the Wheel? What We’ve Learned About Patron- of the importance of preservation to libraries and their users Driven Collection Development.” “Creating and Sustaining received $15,000 in start-up funding from ALA for fiscal year Communities around Shared Library Data,” a forum that 2010. Look for more information on this project prior to a focused on OCLC’s proposed change to its record use limited launch in March 2010. policy, drew more than 150 attendees. The 2009 Annual Conference in Chicago featured an excellent schedule of events. “ALCTS 101 Primer: Who We Are, What We Do, Fiscal Strategy and How You Fit” provided new members with an overview of the opportunities the division offers. Programs included Close review and analysis of ALCTS revenue and expenses “Leadership Development in Transition: Steering the Ship were vital to the division’s successful management of fiscal from the Helm and Deck,” “Swingin’ with the Pendulum: operations during the year. Division expenses were carefully Facing Cancellations in the Age of E-Journal Packages,” and monitored and cost savings were implemented wherever the ALCTS President’s program, “Who Owns Antiquity? possible. The three main revenue sources for the division Museums and the Battle over Our Ancient Heritage,” fea- are membership dues; registration fees for education offer- turing James Cuno, president and Eloise W. Martin director, ings, including midwinter symposia, Annual Conference from the Art Institute of Chicago. The recipient of the 2009 preconferences, Web courses, and webinars; and publica- Ross Atkinson Lifetime Achievement Award, Cindy Hepfer, tions. Through the third quarter of the fiscal year, member- was recognized at the awards ceremony for her exceptional ship numbers showed a decrease of 7.5 percent. service to ALCTS and to the library profession at-large, as a Education offerings have been well attended. Two library leader, educator, author, scholar, and mentor. one-day symposia presented during the Midwinter Meeting in Denver, “Implementing an Institutional Repository: Benefits and Challenges” and “Breaking Down the Silos: Library Resources and Technical Services Planning for Discovery Tools for Library 2.0,” had the two highest registration numbers of all the divisions. However, The division’s highly respected peer-reviewed journal, Library two spring regional workshops were cancelled because of Resources and Technical Services (LRTS), adds to its deserved low registration numbers, and three programs scheduled for reputation for quality articles under the leadership of Editor the Annual Conference in Chicago were cancelled because Peggy Johnson. The LRTS article “Approaches to Selection, the speakers could not attend. Access, and Collection Development in the Web World: A Much energy was devoted to increasing revenue from Case Study with Fugitive Literature,” by Karen Schmidt, all education offerings, particularly Web courses and webi- Wendy Allen Shelburne, and David Steven Vess, won the nars. The Web-based “Fundamentals Series” offered courses 2009 Blackwell’s Scholarship Award and the 2009 Best of focused on acquisitions, electronic resources acquisitions, LRTS Award.2 LRTS has seen slowly declining subscriptions and collection development and management. ALCTS over the last several years. A new marketing effort will be ventured into webinars for the first time this year. Three launched in the next year along with an electronic version. webinars on institutional repositories were developed to fol- low up on the success of the Denver symposium and meet an expressed need for more detailed coverage on this topic. New Initiatives Additional sessions are planned through the end of 2009. A series of free webinars for ALCTS members was offered In July 2009, PARS implementd a streamlined organization in March to train potential Web instructors. The develop- structure with fewer committees and interest groups. A com- ment of an expanded continuing education curriculum with prehensive review of the bylaws by the ALCTS Organization increased revenue will enable ALCTS to support the many and Bylaws Committee resulted in a bylaws document with services and activities that do not generate revenue. greater consistency. The newly established Public Libraries The ALCTS Fundraising Committee, led skillfully by Technical Services Interest Group held its first meeting at Susan Davis, was successful in securing repeat support from 218 Giambi LRTS 53(4)

many of our continuing sponsors. However, because of the it completely. Efforts were made to offer alternate appoint- troubled economy, ALCTS saw lower levels of support. ments, such as virtual member. Unfortunately, some of our Several new sponsors were identified. members experienced layoffs, furloughs, and frozen salaries or salary reductions. A furlough week also was mandated for all ALA staff. Creating the Future of ALCTS ALCTS members and the ALCTS staff made possible the successes of the past year with creativity, flexibility, and A significant new initiative to review the ALCTS organiza- perseverance. In the coming year, ALCTS will continue to tional structure began with a facilitated discussion by the serve as an advocate and expert for the areas of specializa- board of directors at the Midwinter Meeting in Denver. tion that it represents, offer opportunities for service in Follow-up meetings with section and Council of Regional appointed and elected positions, and develop and present Groups executive committees and division committees were education offerings to meet the ever-changing needs of also held. E-forums and a forum at the Annual Conference members and nonmembers. The prospect of a new orga- solicited additional member input. More discussion on a nizational structure will bring new energy to the members new structure for ALCTS is anticipated during 2009–10, and the division. with possible implementation in 2010–11. Reference

Summary 1. Center for Association Leadership, The 7 Measures of Success: What Remarkable Associations Do That Others Don’t (Washington, D.C.: American Society of Association The year proved to be a challenge, with the overall econom- Executives and the Center for Association Leadership, 2006). ic condition of the country affecting ALCTS at many levels. 2. Karen Schmidt, Wendy Allen Shelburne, and David Steven During the process of offering committee appointments Vess, “Approaches to Selection, Access, and Collection for 2008–9, several individuals declined reappointments Development in the Web World: A Case Study with Fugitive or new appointments because their libraries had signifi- Literature,” Library Resources & Technical Services 52, no. 3 cantly reduced support for travel funding or had abolished (July 2008): 184–91. 53(4) LRTS 219

Training Successful Paraprofessional Copy Catalogers By Colleen Valente

This paper argues for an incremental, progressive approach to teaching an inex- perienced paraprofessional cataloger the basic skills required for copy cataloging. It demonstrates how to devise a training plan that is logical and progressive and argues that the plan should be based on a thorough analysis of the skills and knowledge required by the job. It then describes a specific approach to teach- ing the terminology of cataloging, Machine-Readable Cataloging (MARC), and International Standard Bibliographic Description (ISBD) punctuation. These three are the basic skills most copy catalogers will need first, and their mastery should precede training for more complex skills.

ow do we teach anyone to catalog? Whether it is the professional librarian- Hin-training or the displaced bank teller who takes a job on the lowest rung of the paraprofessional ladder, at some point everyone who has ever created or reviewed a bibliographic record needed training. In the case of paraprofessional staff, the challenge is daunting. How do we help the new employee successfully negotiate the training required to develop the necessary skills? Today we take for granted that paraprofessionals in technical services will do work that once was done only by librarians. While librarians were then freed to do more profes- sional work, staff jobs were made much more complex and the training for them a lengthy process. Bednar and Stanley addressed this fifteen years ago when they noted that “even the entry level support staff positions in cataloging and acquisi- tions have become quite technical in nature and often require training periods of six months to one year.”1 This paper describes an approach to training that begins with the develop- ment of a logical, progressive training plan for paraprofessional staff in their first days and weeks on the job. It then describes specific ways to teach the basic skills, Machine-Readable Cataloging (MARC) and International Standard Bibliographic Description (ISBD) punctuation that virtually all copy catalogers need before they are trained to apply Anglo-American Cataloguing Rules (AACR) or any other complex skills that their position might require. This approach grew out of experi- ence I gained originally from teaching German, which I subsequently employed in the training of new paraprofessional catalogers. While this paper discusses only very basic skills, the principles of logical progression and practice described here are applicable to learning any other cataloging skills that are needed in a given position. The techniques described here can also be easily adapted for use with Colleen Valente ([email protected]) is Head of Technical Services, Auburn new professional catalogers. However, professionals start with a decided advan- University at Montgomery, Alabama. tage because they bring theoretical knowledge with them that a staff member Submitted September 17, 2008; returned with no exposure to library work must acquire on the job. to author October 18, 2008 with request Thus this paper is concerned with the true neophyte to the world of librar- for revisions and resubmission; resubmit- ted February 24, 2009, reviewed, and ies and cataloging. It suggests that the initial training of a new copy cataloger be accepted for publication April 4, 2009. approached in much the way a teacher instructs beginners in a foreign language. 220 Valente LRTS 53(4)

Students proceed from the most basic concepts to more use of paraprofessional copy catalogers for everything from complex concepts in a logical manner. The foreign language reviewing simple Library of Congress cataloging to creating teacher puts together a syllabus for each course; the trainer original records spurred concern that their status, training, needs to design a progressive training plan that lays out continuing development, and pay needed to be reconsid- what the employee needs to learn to move from one step ered. While the need to train was acknowledged by virtually to the next. all writers, the emphasis was on what paraprofessional cata- The planning that precedes training determines how logers needed to know to take on increasing responsibilities, quickly and successfully new copy catalogers can master the not on how to teach them. necessary skills. A careful approach to laying a solid founda- Bénaud, writing in 1992, noted that while smaller tion of skills and theoretical understanding of why we do libraries made less use of paraprofessionals, they were doing what we do is critical. Training copy catalogers on the job much more of the work that used to be done by profession- from the very first day is common and often involves hav- als in larger libraries.3 Various reasons for this were being ing them sit with someone and watch how the job is done. offered in the literature. Some believed that it had become Such an approach has limitations if it is the only mode of necessary because professional catalogers were increasingly training. If the items are not preselected to teach concepts taking on managerial roles. Others suggested that librarians in a logical manner, training that proceeds logically from were finding that the requirements of faculty status (com- simpler to progressively more complex concepts is difficult. mittee work, publication, and teaching) eroded the time Building in the repetition that is so important to learning available to them for cataloging. Bénaud argued forcefully also is challenging. that paraprofessionals would be able to master all cataloging From the outset, the trainer must look at the job, deter- skills if allowed to do so, and she expressed the belief that mine what skills it entails, and then determine the order “on-the-job training is by far the most effective way to learn in which those skills need to be mastered. A systematic to catalog.”4 Beyond writing that training both professional approach to teaching basic skills and proceeding logically and paraprofessional catalogers proceeds by progressing from the easier to the more complex skills helps ensure that from simpler material to more complex material, she did not nothing is omitted or taken for granted. The trainer will also address the specifics of how to train. want to make sure that the new employee learns the value In 1996, Younger offered a historical overview of of the work catalogers do and how cataloging fits into the the use of paraprofessionals in libraries.5 She discussed library’s mission. Because attitudes toward the job and the obstacles, including training, associated with redistributing organization are shaped in the first days and weeks on the cataloging responsibilities, but did not explore the details of job, the orientation new employees receive should be seen how these obstacles might be overcome. as an integral part of their training. The investment of plan- In 1992, Oberg, Mentges, and McDermott conducted ning time that the trainer must make is considerable, but the a survey of 467 libraries to examine the status and working effort will be repaid. conditions of paraprofessionals and to determine the skills While the cliché that great teachers are born (not and competencies paraprofessionals needed.6 The authors made) may be true, training is a skill that can be learned. discovered that 92 percent of large research libraries used The following literature review will describe resources in paraprofessionals to perform copy cataloging while more the education and management literature as well as in the than 30 percent used them to do original cataloging. In a library literature that can point trainers to helpful resources later article, Oberg observed that the use of paraprofes- and give them tools for planning or revising a course of sionals had grown considerably since his 1992 survey and training. In addition, techniques for analyzing the specific that their new roles and responsibilities made staff training job and associated tasks for which the new cataloger will be and continuing development even more important.7 Rider responsible will be described to demonstrate how a train- examined the duties of copy catalogers in 1996 and came to ing plan can be developed that moves a trainee in a logical the same conclusion—paraprofessionals were revising copy progression from skill to skill. and creating original records.8 She found that the pressure to streamline cataloging and reduce backlogs had led to outsourcing, cataloging at the point of receipt, and pressure Literature Review in-house for catalogers to accept copy from other sources without the scrutiny such records traditionally received. The use of paraprofessionals in roles that were once per- Because copy catalogers already possess relevant skills upon formed by professional catalogers is well documented and which to build, they could be trained to handle more com- has long since ceased to be controversial. A significant plex records. She also assumed that they would be trained share of the library literature concerned with staffing issues on the job and observed, “While librarians still debate the in libraries in the 1990s describes their growing use.2 The value of experience vs. education (in the form of the M.L.S. 53(4) LRTS Training Successful Paraprofessional Copy Catalogers 221

degree), LC’s Robert Hiatt has noted that on-the-job train- Kriegsman described the training that staff and vol- ing is one-on-one and progresses from simpler to more com- unteers underwent during an early stage of the Colorado plex cataloging as additional rules, practices, and procedures Digitization project.15 The project required staff and volun- are introduced.”9 teers in a number of different venues (libraries, museums, Bordeianu and Seiser surveyed fifty-eight ARL librar- historical societies, and archives) to learn to create catalog ies to see if they could identify what minimum education records for the materials being digitized. Trainers learned and experience levels were required for paraprofessional that they needed to ensure that participants understood catalogers.10 They discovered that only 19 percent of the why standards are necessary, use terminology that all could responding institutions required a postsecondary degree. understand, and use a variety of training approaches to The rest looked for either no postsecondary training or some accommodate different learning styles. Ward and Dowski combination of education and experience. The authors con- described a project to train library school students without cluded from this that “the fact that a relatively low number cataloging experience to assist with the cataloging of elec- of libraries require postsecondary degrees implies that the tronic resources at the library of the State University of New workplace is still the preferred place to learn cataloging.”11 York at Buffalo in 2001 and 2002.16 They made heavy use The literature reveals virtually unanimous agreement of the technology available to them to make the cataloging on the skills paraprofessionals need to acquire. Depending process more efficient by creating templates, constant data on the specific level of cataloging that they have been hired records, and macros to speed up cataloging. They gave the to do, they must learn to use the local integrated library students MARC cheat sheets to help prevent coding errors system and the library’s bibliographic utility, they must learn and assigned collections of resources with a high probabil- the AACR and how to apply them, and they must learn ity of having bibliographic records in the OCLC database MARC and ISBD punctuation. Paraprofessionals who do for print equivalents from which the students could derive original cataloging need to learn subject heading assignment records, instead of having to create a completely original and how to do authority work and classification as well. Yet record. Their success demonstrates how careful tailoring of one finds little reflection on how best to teach these skills the training plan facilitates learning. beyond general agreement that progressing from simpler Two articles addressing training for changes in automa- to more complex cataloging is necessary and that this will tion also yield helpful insights. Reflecting on training staff usually be accomplished one-on-one. A recent, informal for changes and upgrades to systems and software, Balas request for information about training copy catalogers on observed that the staff with whom she had worked had a Autocat lends support to the conclusion that a learn-by- variety of training preferences.17 doing apprenticeship model is still the usual mode of train- ing, though the number of responses received (eight; six Some want a formal, hands-on training session; from college and public library trainers, one from a vendor, others prefer to be given the opportunity to work and a copy cataloger) was far too low to be statistically signif- with the technology on their own and will even icant.12 Nevertheless, the tenor of the responses is consistent read the documentation; and still others are not with the literature and with my own observations during the happy until someone sits down with them one-on- last two decades. one and walks them through the procedures. And Library literature offers little advice about how to while it seems that everyone wants the security of train. It is more often concerned with the competencies printed instructions, once again there is no agree- training should inculcate in professional catalogers. The ment—some want brief instructions while others Association for Library Collections and Technical Services want them to be more detailed and to anticipate has published a detailed description of the competencies the mistakes they might make.18 professional catalogers need.13 In one of the few articles that does offer specific advice, Hudson restates the need to Puffer-Rothenberg offered additional useful training move from simpler to more complex copy and emphasizes advice in a discussion of preparing staff for a system the need to revise the new cataloger’s work promptly so that migration.19 Odum Library at Valdosta State moved from errors can be pointed out and corrected.14 In her estimation, a DOS–based cataloging module to an integrated library even new professional catalogers can be expected to need at system using a Windows interface in 2001. The staff were least six months to a year to complete training, depending on concerned about their ability to adapt to the new system how well they have been trained in subject analysis, MARC, and to the changes in workflow it would cause. By taking an and AACR in library school. In more recent years, several incremental, small-steps approach to training and by provid- interesting articles from both a cataloging and a systems per- ing documentation to allow further practice after each ses- spective point to a growing awareness that there are other sion, trainers enabled the staff to make a smooth, low-stress modes of training that can be successfully employed. transition to the new system. 222 Valente LRTS 53(4)

New employee orientation is not usually viewed as part concrete guidance in preparing formal and systematic train- of training, but the first days and weeks new employees ing programs based on a thorough analysis of a given job spend in the workplace will permanently influence their and the tasks that make up that job. The education literature attitudes toward the job and the organization. Far from provides insight into how adults learn, which must be taken being an initial task that new hires must take care of before into account in developing a training plan. Both literatures they can start doing their real work, it should be considered share a deep interest in how and why adults learn. While part of the job. The welcome that new employees receive education and training have much in common, they are not will play a very important role in their adjustment to the the same thing. The design of a new employee’s training will organization and the likelihood that they will stay. Craig, be driven by the outcome desired: “Training aims to pro- writing in Personnel Today, cited one retention expert who vide knowledge and skills . . . which are needed to perform said “that between 20% and 25% of employees leave their specific tasks,” while “education usually provides more theo- new job within a year, to a large extent due to not feeling retical and conceptual frameworks designed to stimulate an part of the organization.”20 individual’s analytic and critical abilities.”26 Too often, orientation consists of little more than a lot Understanding some of the underlying theoretical prin- of paperwork. Orientation has a much more important role ciples of how learning takes place is helpful. Many theories than assuring that the new employee has an ID, a parking that have been developed and refined over the last century permit, and a W-4 on file. Orientation may be described as tend to cluster around certain core ideas. Laird, Naquin, “the process by which newcomers make the transition from and Holton identified five metatheories in their very help- being organizational outsiders to being insiders.”21 Not only ful book, Approaches to Training and Development: New does orientation help the new employee become an integral Perspectives in Organizational Learning, Performance and part of the workplace, it demonstrates his or her importance Change.27 They called them metatheories “because they to it. Mossman pointed out that “from the beginning, an ori- apply to learning in all settings, for all age groups and to all entation program sends a clear signal that the organization types of learning events.”28 Two of the metatheories they is committed to an employee’s success.”22 identified are particularly relevant to cataloging: behavior- In describing the orientation developed at North ism and andragogy. Training grounded in behaviorism will Carolina State University Libraries, Ballard and Blessing be familiar to everyone who has taken a beginning foreign were emphatic about the benefits of a well-thought-out language class. Certain outcomes are expected (e.g., the program, which they saw as part of the socialization process correct application of rules), reinforced, and rewarded. Any that all employees undergo when they join an organization. rule-based activity or any task that must be performed in Socialization, which has long been a topic of interest in the a certain way is behavioristic. The desired outcome of the management literature, has been defined in various ways. training is competency in the skill to be learned. Ballard and Blessing wrote that socialization is “the process Andragogy is a theory of how adults learn that has had a by which employees learn about and adapt to new jobs, profound effect on training theory. The term, coined in 1833 roles, and the culture of the workplace.”23 DiMarco also by the German educator Alexander Kapp, was popularized recognized how important orienting new employees to their in the United States and Britain by Malcolm Knowles in environment is, noting that “every institution has its own his books The Modern Practice of Adult Education and The culture, policies, and procedures. An orientation plan that Adult Learner.29 Andragogy, as conceived by Knowles and takes this into account will make a new employee’s transition reported by Laird, Naquin, and Holton, has six principles: to your organization much less stressful for all involved.”24 A formal orientation may only last a couple of hours on “1. Adults need to know why they need to learn something an employee’s first or second day. Sometimes, the amount before they learn it. of information packed into it is so overwhelming that new- 2. The self-concept of adults is heavily dependent upon a comers are actually disoriented, which can only increase move toward self-direction. the anxiety most new employees feel as they learn their 3. Prior experiences of the learner provide a rich resource new jobs, meet new people, and try to find their place in for learning. the organization. The management literature, which is very 4. Adults typically become ready to learn when they expe- concerned with recruiting and retention issues, is starting to rience a need to cope with a life situation or perform a take a much longer view of orientation. “Orientation in its task. most ideal form is on-going. It starts with recruitment and 5. Adults’ orientation to learning is life-centered, and selection, and continues throughout the new employee’s they see education as a process of developing increased first year on the job,” noted Hacker, who then outlined a competency levels to achieve their full potential. number of strategies to make new staff feel welcome.25 6. The motivation for adult learners is internal rather than The management literature is an excellent source of external.”30 53(4) LRTS Training Successful Paraprofessional Copy Catalogers 223

Cataloging does not offer the trainee much opportunity do them. For example, the assistant is responsible for the to direct his or her own learning. Although self-directed acquisition of all firm-ordered books. Thus she places orders learning has been a popular training strategy for years— after determining availability and price from the vendor, particularly for employees who need to acquire new skills creates purchase orders, receives those orders, and approves in a job they are already doing—finding ways that a new their payment. She then catalogs the books she has ordered employee can take charge of learning new skills that depend if they have acceptable copy. The skills required to carry out on the accurate application of rules is difficult. However, a each task make up its elements. In this case, the elements are trainer can help the new copy cataloger understand why the the ability to use a computer and the ability to understand rules exist and what their value is. Integrating new employ- and follow written procedures for both cataloging and acqui- ees into a cataloging department should include making sitions, as well as use the MARC manual. sure that they understand how cataloging fits into the mis- Task analysis determines what skills are required to sion of the library and why the work is important. complete the task successfully. It can reveal that even simple tasks are not always easy. For example, the first task that the acquisitions library assistant undertakes is preorder search- Analyzing the Job ing, that is, checking the catalog to see if a requested book is already in the collection prior to placing an order. This The development of a successful training plan first requires seems easy and is usually the first task assigned to a new an analysis of the job. The trainer must thoroughly under- employee in that position. However, an analysis reveals that stand the job that needs to be done. Even when experienced the assistant needs to know catalogers do the training, they may not fully understand all aspects of the job that copy catalogers do, particularly • how to search the local catalog to see if the library in large libraries where they may have less opportunity to already owns the book; work directly with all levels of employees. During the plan- • how to understand MARC coding well enough to find ning of the new staff member’s training, the trainer should the needed information, that is, identify the impor- speak to other staff that do the same job to ensure that all tant match points (beyond title and author), such as the tasks that they routinely undertake are reflected in the date of publication and edition statement; training plan. • how to distinguish between editions; and An analysis of the job and the various tasks that make • how to recognize an electronic version and apply the up the job are critical to developing a successful training library’s policy regarding the purchase of books that plan. The management literature is particularly helpful in are available electronically describing this process, even though much of it has been written from the perspective of trainers concerned with Thus this simple task comprises four elements, and all require jobs in business and industry. For example, the Journal of specific training that the assistant must receive before being European Industrial Training published an issue devoted expected to do preorder searching successfully. to the subject, and it is an excellent source of information.31 Once the assistant has determined that the library does One section describes the questions the job analysis should not own the book, the order can be placed, which is the answer: second task associated with acquisitions. Ordering requires another set of skills that must be analyzed. When the books “1. What duties does the job include? ordered have been received and the invoices approved (yet 2. What tasks make up the job? another task with associated skills that must be mastered), 3. How is each task accomplished? the assistant is ready to carry out copy cataloging. The train- 4. Why is each task performed? er must be clear about all the tasks and the skills required to 5. In what order are the tasks performed? develop a comprehensive training plan. 6. What elements make up the tasks? 7. What equipment, materials, and supplies are used?”32 What Does a Copy Cataloger Do? An example drawn from practice will be useful in illus- trating what such an analysis will reveal. In my library, the While the degree of editing a copy cataloger may do can library assistant in the acquisitions unit is also a monographic vary markedly in different libraries or between different lev- copy cataloger. An analysis of the job will reflect that it is els of staff working with more complex records or multiple made up of two duties: acquisitions and cataloging. In turn, formats, the commonalities are such that the task analysis cataloging and acquisitions also must be analyzed to see what that reflects what the library assistant in my department tasks are done and what skills or knowledge are required to does will be familiar to most catalogers. An examination 224 Valente LRTS 53(4)

of the skills needed to complete each task reveals that the holdings record; knowledge of the notes required in cataloger must perform the following tasks: the holdings record) • Write the local bibliographic record number in the • Compare the book that has been received with the book in the upper right hand corner of the first leaf. WorldCat record that was downloaded and used to (Skills needed: understand what to do if the page create the purchase order. Does the record match cannot be written on; know where to find the system the book in hand? (Skills needed: ability to search the supplied record number) local database; ability to determine whether the book • Send the book to end processing and record match) • Search for a WorldCat record that does match if the Most of the elements of this task are more complex one originally downloaded does not. (Skills needed: than they might seem at first glance. For instance, the first ability to search in WorldCat; ability to identify the element of the task requires the copy cataloger to deter- appropriate record if multiple records are found) mine whether the record downloaded when the order was • Download and overlay the inappropriate record in placed and the book that was received match. That, how- the local database with the appropriate one if found. ever, requires the copy cataloger to know what constitutes a (Skill needed: ability to overlay the bibliographic match. If we look at this through the eyes of someone new record in the local database to preserve the link to cataloging, we will see that much of this is not self-evident between it and the purchase order) and must be learned. The cataloger must know how to do • Determine that the title, other title information, and the following: statement of responsibility have been transcribed from the title page of the book correctly. Make any • Identify the title without being confused by the lay- corrections needed. (Skills needed: ability to proof- out or typography read; understanding of the significant bibliographic • Decide if variations between the title proper on the elements on the title page; ability to edit in the local title page and on the bibliographic record are cata- database) loger transcription errors or if they indicate that the • Look at all access points to see if they are spelled record and the book do not match correctly. Correct any errors noted. (Skills needed: • Compare the ISBN on the record and in the book knowledge of what access points are; knowledge of • Check that edition statements match how to edit the record in the local database) • Check date of publication and distinguish dates of • Check the MARC coding of all access points and publication or copyright from printing dates correct as necessary. (Skills needed: knowledge of the • Determine when differences in pagination are signifi- MARC codes, indicators, and subfields involved; abil- cant and when they are not ity to edit in local database) • Check the spine height and understand when a dif- • Add bibliography note if missing. (Skills needed: ference is significant knowledge of the MARC codes required in both the fixed and variable fields; ability to edit in the local When tasks are considered element by element, it database; ability to formulate the note) becomes much clearer what the new staff member must • Add tables of contents to books in certain series know to carry out the job. This enables the trainer to ensure that we have identified as being of particular value that the plan takes no necessary skill or knowledge for grant- to our students. (Skills needed: knowledge of the ed and covers everything the trainee needs to know. policy regarding tables of contents; knowledge of the Once the job has been analyzed, some decisions have MARC codes and ISBD punctuation required; ability to be made about the overall training sequence. The task to edit in the local database) analysis has identified the skills that must be acquired, • Add any bibliographically significant names or cor- and the trainer needs to decide which elements of the task porate bodies found on the chief source to the logically come first, second, and so on. The trainee needs to record. (Skills needed: ability to understand which master each step from the simplest to the increasingly dif- elements on the title page are significant; knowledge ficult. Although various sequences are possible, some steps of the MARC codes required; ability to edit in the obviouly must precede others In the case of a paraprofes- local database) sional cataloger with no previous relevant experience, the • Create the holdings record. (Skills needed: ability trainer should make sure that the basics are covered thor- to create a holdings record in the local database and oughly and that each is mastered before going on to more edit it; knowledge of the MARC codes used in the complex steps. 53(4) LRTS Training Successful Paraprofessional Copy Catalogers 225

Orientation Please check off these items as you learn them. If you are New employees usually begin their jobs with whatever ori- unsure, please leave them unchecked. We will go over entation to the workplace the library or university provides. anything that has not been covered for you adequately The first days and weeks in a new job are a critical period on Friday. for new employees because their attitudes toward the job will be formed early. Orientation typically fills the new q I know how to fill out a time card and where to employee’s day (or days) with a number of activities, such as find the time clock. touring the library and perhaps the campus, meeting with q I know where the cafeteria is. other staff, and attending to myriad administrative matters. q I know where to find a list of official university In fact, it can be overwhelming. Thus some quiet time to sit holidays. down, ask questions, and talk about the library one-on-one q I know where the staff lounge and vending with a librarian or an experienced staff member will be very machines are. useful. The sorts of matters covered by a formal orientation q I know where to find a rest room. do not usually include such mundane questions as Where q I have keys to the department and building. are the restrooms? Where can I buy a soft drink? Where q I understand the mission of the Technical Services is the cafeteria? As simple as these questions are, they are Dept. often overlooked. Anticipating them and offering the infor- q I know who does what in Technical Services. mation before being asked can help make the first week much easier for the newcomer. A checklist that prompts Figure 1. First Week Checklist (Condensed Version) new employees to ask questions that they might think are too silly to ask can be very useful. Figure 1 is a condensed version of the checklist I give to newly hired employees. made the point that “students who are unable to negotiate 34 Time should also be found during the first week for an discourse are unable to move forward in their learning.” experienced cataloger or the department head to discuss Experienced catalogers sometimes forget that terms such as the library and its mission with the new employee. Such a “series,” “title proper,” “access point,” “collation,” and so on, discussion should cover the department’s role in helping the are equally foreign to most nonlibrarians. Making sure that library achieve that mission. It should be the first discussion, new employees understand these terms is necessary if their though not the last, of the value of cataloging and the impor- training is going to make sense to them. tant role that copy catalogers play in helping to organize the materials that the library acquires. With some theoretical Training Sequence understanding of what the job entails and why it is impor- tant, the trainee will be better able to start learning. The next steps will depend on the trainer’s analysis of the job and the tasks associated with it. Training without reference to the actual sequence in which the job is performed may Terminology seem counterintuitive, but the latter is unlikely to be the The first step must be to learn cataloging terminology. most logical order for learning. If, for example, the trained I learned early in my career as a German teacher that a copy cataloger’s first step is to find a record in WorldCat well-thought-out lesson on, for example, the subjunctive, that matches the book in hand, a number of skills will need was incomprehensible to a class that did not know what the to have been mastered prior to performing such a search subjunctive is and only barely understood what a verb is. and successfully locating a record. Teaching skills as discrete Verbs? Voice? Mood? These terms, the vocabulary of gram- units allows the learner to concentrate on one skill at a time mar, are as foreign to many students as the language they and master it. are studying is. Misunderstanding the language or terminology of any Training Activities field or subject will undercut a student’s ability to make progress learning it. This is not unique to cataloging. An Because overwhelming a beginner is easy, the amount of for- article in the journal Mathematics Teacher describes how mal training should be limited. A training session should not many students perceive the terminology of mathematics as last much more than an hour. Trainees should then practice a foreign language.33 Not only must they learn unique words what they have just learned. Ideally, feedback should follow like “hypotenuse,” but they must learn to differentiate the practice as soon as possible with more practice assigned, as specialized meaning of words such as “table” and “limit” needed. Depending on how quickly the employee learns and from the ordinary meaning of those words. The author whether or not other learning activities are being used (such 226 Valente LRTS 53(4)

as the interactive tutorials OCLC makes available), formal Only at the point that the essential terminology has been sessions might be limited to three or four times a week. mastered do I move on to MARC and ISBD punctuation. The reason for this is two fold. First, teaching a complex Fill-in-the-blank exercises are very effective in teaching skill that involves many rules without making the inexperi- both MARC and ISBD punctuation in manageable portions. enced staff member feel incompetent is difficult. Students I usually compare learning to catalog with learning a foreign learning a foreign language for the first time in college are language. Most trainees relate to this analogy because most often surprised to discover how frustrated they are by their of them have had at least a little high school or college for- inability to express themselves in anything but the most ele- eign language experience and remember how challenging mentary way. Similarly, many new catalogers are surprised those first days and weeks were. The utility of drawing such by the frustration they feel learning an entirely new skill an analogy has a solid basis in learning theory as a strategy to with its own rules and its own language. The rules are rigid help adults acquire new knowledge. Maresh called this sort and catalogs are unforgiving of mistakes. Unfortunately, too of analogy a metaphor and says that such metaphors facili- often the trainer appears to be rigid and unforgiving as well. tate learning because they link the known to the unknown.35 New staff will ask why we do things the way we do them She noted that “Metaphors are intrinsic to the construction and why even (seemingly) minor errors must be caught and of new knowledge and lie at the heart of the creation of corrected. Trainers need to understand that adults will usu- meaning. . . . When we forge a connection between a new ally want to know why and should take the time to explain, concept and a past experience, the concept is clarified and even if the question goes beyond what the staff member the mind is encouraged to explore it further.”36 Anyone who needs to know. has been initially overwhelmed by the strange sight and Once the new staff member understands bibliographic sounds of foreign words that slowly became meaningful will terminology and has had an introduction to the local cata- find the analogy helpful. log, MARC, and ISBD punctuation, “shadowing”—sitting Because most new copy catalogers find the MARC with an experienced staff member and seeing and hear- format visually daunting, I normally start with it. I teach ing about the task being done—comes into its own as a MARC tagging by introducing exercises that are limited to helpful training strategy. After the trainee has learned the one or two MARC fields at a time, which I complete with most important terms and has become familiar with what the trainees. They are then given fifteen or twenty exercises a catalog record looks like, watching what the experienced drawn from the catalog to complete on their own by sup- staff member is doing makes more sense and puts the skills plying the correct indicators and subfields. A simple MARC in context. Second, the trainee will necessarily be learning tagging exercise dealing with only one or two fields at a time other aspects of the job and doing some portion of the work. would ask the trainee to supply the indicators and subfields The mix of theory, observation, and practice will reinforce in the following: what the trainee is learning while providing needed variety. 260______London : ____Oxford University Press, ____c1976. From Theory to Practice 245 ______The right shoes for me! : _____a tie, buckle & zip shoe book / _____ written Students in foreign language classes are very familiar with by Margaret Wang : illustrated by Rosalinda fill-in-the-blank exercises. Such exercises are used because Kightley. they allow the instructor to focus on one very specific learn- ing objective. For instance, German has prepositions that A follow-up session would include more complex exer- take the accusative case. An exercise might be designed to cises. They might include more fields or subfields that are allow students to practice using accusative pronouns in prep- seen less frequently. For example: ositional phrases correctly. Such a technique can be readily adapted to many of the skills a cataloger needs to learn. 300 ______1 v. (unpaged) : _____col. ill. ; Because learning to speak the language of cataloging is _____21 cm. + ____ 1 computer disk so important, the trainer should begin with terminology. I sit 260 ______New York ; ___ Boston : _____ down with each trainee and a cart of books. We go through Heinemann, _____ c1992. them and identify title proper, other title information, author(s), and so forth. After this session is over, I ensure New copy catalogers receive a cheat sheet that lists that this terminology has been mastered by giving the the MARC fields and subfields that they need to know (see trainee ten to fifteen books and a stack of fill-in-the-blank appendix B). Trainees use it to complete the exercises they worksheets on which to identify the bibliographic elements are given. Normally, I allow a day for their completion and that are found on the title page and verso (see appendix A). then review the work with them to provide feedback as 53(4) LRTS Training Successful Paraprofessional Copy Catalogers 227

quickly as possible. If the exercise was not successful, the that needs to be done can be given to the trainee to enhance trainee is given ten (or more) additional exercises. When his or her learning. For instance, during slow periods staff they have been successfully completed, the trainee is ready may go into the stacks with experienced staff members, to try more complex exercises in the following session. pull books with labels that are faded or coming loose, and ISBD punctuation is next, and it is taught and practiced bring them back to be relabeled. Experienced staff also in exactly the same way. I use many of the same records will read the shelf from which they pull the books and can that were used in the MARC exercises; this time, the punc- teach this skill to the new staff member. This is one use- tuation has been left out and the MARC tags remain. For ful way to involve others with the training. They help the example, a basic exercise would ask the trainee to supply the new employee learn his or her way around the library and proper punctuation between subfields, indicating the neces- become familiar with call numbers at the same time. sary space(s) between subfields by drawing a delta (▲), in While many training materials can be developed in- the following: house, resources on the Internet, most of them free, can be brought into the mix of learning activities (see appendix C). 260 New York $b Dover Publications, $c 1987. They are very helpful in bringing the newly hired employee up to speed. While materials created in-house and externally After the basic exercises are completed, the trainee may have some overlap, both the repetition and the differ- moves onto more complex exercises. At this point, the ences of approach to the subject matter are advantageous trainee can be given two or more fields to punctuate, as in because they accommodate different learning styles. Some the following example: people prefer to work at their own pace. For them, inter- active tutorials are particularly helpful. Others appreciate 245 14 $a The right shoes for me! $b a tie, buckle being able to read and study descriptions. Others will ben- & zip shoe book! $c written by Margaret Want efit from the frequent opportunity to test themselves along illustrated by Rosalinda Kightley. the way that many of these resources provide. All of them 260 ____Atlanta, GA : ____ Piggy Toes Press, complement the training that goes on in-house. ____c2007. I also try to send all staff at least once a year to the courses that our regional OCLC services provider offers. MARC coding and ISBD punctuation are skills that are This is beneficial for two reasons. Such classes are an learned by practice, and the trainee should be given as much excellent way to give staff an opportunity to develop new of it as needed to demonstrate mastery over the course of skills, and they also are a way to refresh skills or provide the first couple of weeks of training. retraining if necessary. In the latter case, staff members Helping the new staff member feel like a contributing may find admitting confusion to an instructor outside the part of the department as soon as possible is important. library easier than to their supervisor or peers. For new staff Formal training should be mixed with guided practice as members, classes seem to be most valuable after at least soon as the basics have been mastered. After learning how three or four months of actual cataloging experience, since to search the local catalog and make changes to the biblio- the classes usually presuppose some experience and tend to graphic record, I give the trainee several books that have move along briskly. been preselected because the bibliographic record contains Once a new cataloger is familiar with the language of some error. The cataloger is told where or what they are, for cataloging, knows MARC and ISBD well enough to either example, a transcription error in the title field or a MARC use them correctly or consult the appropriate manuals, and error in the collation. Even though this is time-consuming, I knows what to add and what to correct on the bibliographic find that going over the errors that have been corrected (or record, he or she is ready to work independently. Each cata- not) and explaining to the trainee why the original cataloger loging supervisor needs to decide how long trainees must made the notes and the added entries that he or she made have their work checked. This decision is normally linked to be helpful. This will seem self-evident to an experienced to the number of errors the cataloger makes. Frequent cataloger, but it is all new to the trainee. It is also the easiest errors, particularly of the same sort, indicate a need for way I know to convey some sense of why we do what we do additional training. The evaluation of the training plan and and how that work affects our catalog users. any subsequent revision of it will depend on identifying any After the basic skills have been taught, the new copy weaknesses and understanding where the training has been cataloger will be given a number of new books with which inadequate so that other strategies can be devised. to work. The bibliographic records are then reviewed and Assessing this approach to training is difficult. Since mistakes the trainee made or failed to catch are reviewed. we cannot train the same person twice and compare the Because this revision can be stressful, initially I limit the outcomes, determining which training method or combina- amount of copy cataloging the trainee is given. Other work tion of methods works best is difficult. However, one can 228 Valente LRTS 53(4)

reasonably assume that an incremental, progressive approach 10. Sever Bordeianu and Virginia Seiser, “Paraprofessional that looks for mastery of each skill before proceeding to more Catalogers in ARL Libraries,” College & Research Libraries complex matters will provide a solid foundation for learning. 60, no. 6 (Nov. 1999): 532–40. Experience suggests that the more carefully planned and 11. Ibid., 540. sequenced the training is, the better the results will be. 12. Colleen Valente, “Training Entry Level Professional Staff,” online posting, Jan. 14, 2009, Autocat, [email protected] .edu; the Autocat archives are password-protected (accessed Conclusion Feb. 19, 2009). 13. Association for Library Collections and Technical Services, Training copy catalogers effectively requires advance plan- Training Catalogers in the Electronic Era: Essential Elements ning. Trainers must think through the requirements of the of a Training Program for Entry-Level Professional Catalogers, particular job for which the new employee is to be trained. ala.org/ala/mgrps/divs/alcts/resources/org/trainingcatalogers They must determine the skills that are required for suc- .cfm (accessed Feb. 10, 2009). cessfully carrying out the job duties. The development of 14. Judith Hudson, “On-The-Job Training for Cataloging and a training plan entails understanding how one skill builds Classification,” Cataloging & Classification Quarterly 7, no. 4 (Summer 1987): 69–78. upon another and ensuring that nothing the new staff mem- 15. Sue Kriegsman, “Catalog Training for People Who Are Not ber needs to learn is omitted or shortchanged. Saying that Catalogers: The Colorado Digitization Project Experience,” our employees are our most valuable resource is cliché, but Cataloging & Classification Quarterly 34, no. 3 (2002): it is nevertheless true. Training them carefully both with 367–74. regard for the complexity of the skills that they must learn 16. Diane Marie Ward and Craig A. Dowski, “Training MLS and with respect for the way adults learn makes sense. We Students to Catalog,” Computers in Libraries 23, no. 8 (Sept. must train with the person in mind as well as the work. The 2003): 22–25. unit, the library, and the library’s patrons are all served by 17. Janet L. Balas, “Once More into the Breach: Revisiting a well-organized, accessible collection. Our staff play a vital Training (Again),” Computers in Libraries 25, no. 8 (2005): role in helping the library achieve its mission and deserves 43–47. to be trained with that role always in mind. 18. Ibid., 43. 19. Maureen Puffer-Rothenberg, “Training Copy Catalogers in References Preparation for System Migration: An Incremental Approach,” Technical Services Quarterly 21, no. 1 (2003): 31–38. 1. Marie Bednar and Nancy M. Stanley, “Hiring Tests for 20. Tara Craig, “How to . . . ,” Personnel Today (Apr. 22, 2008): Technical Services Support Staff Positions,” Technical Services 31. Quarterly 11, no. 1 (1993): 3–4. 21. Talya N. Bauer et al., “Newcomer Adjustment During 2. Martha Parsons, comp., Library Support Staff Issues Organizational Socialization: A Meta-Analytic Review of Bibliography, American Library Association, www.ala.org/ala/ Antecedents, Outcomes, and Methods,” Journal of Applied educationcareers/education/3rdcongressonpro/librarysupport Psychology 92, no. 3 (May 2007): 707. staffissues.cfm (accessed Feb. 15, 2009); Rita Gibson, Library 22. Katherine Mossman, “Good Orientation Counts,” Library Paraprofessionals: A Bibliography, Council on Library/Media Journal 130, no. 11 (June 15, 2005): 46. Technicians (June 2003), http://colt.ucr.edu/bibliography.html 23. Angela Ballard and Laura Blessing, “Organizational (accessed Feb. 15, 2009). Socialization through Employee Orientations at North 3. Claire-Lise Bénaud, “The Academic Paraprofessional Carolina State University Libraries,” College & Research Cataloger: Underappreciated?” Cataloging & Classification Libraries 67, no. 3 (May 2006): 240. Quarterly 15, no. 3 (1992): 81–92. 24. Scott R. DiMarco, “Practicing the Golden Rule: Creating a 4. Ibid., 87. Win-Win New Employee Orientation,” College & Research 5. Jennifer Younger, “Support Staff and Librarians in Cataloging,” Libraries News 66, no. 2 (Feb. 2005): 110. Cataloging & Classification Quarterly 23, no. 1 (1996): 25. Carol A. Hacker, “New Employee Orientation: Make it 27–47. Pay Dividends for Years to Come,” Information Systems 6. Larry R. Oberg, Mark E. Mentges, and P. N. McDermott, “The Management 21, no. 1 (Winter 2004): 90. Role, Status, and Working Conditions of Paraprofessionals: A 26. Roger Buckley and Jim Caple, The Theory and Practice of National Survey of Academic Libraries,” College & Research Training, 5th ed. (London; Sterling, Va.: Kogan Page, 2004): Libraries 53, no. 3 (1992): 215–38. 7. 7. Larry Oberg, “Support Staff in an Age of Change: The 27. Dugan Laird, Sharon S. Naquin, and Elwood F. Holton, Challenges of Tomorrow,” Library Mosaics 10, no. 1 (Jan./ Approaches to Training and Development: New Perspectives Feb. 1999): 12–15. in Organizational Learning, Performance and Change, 3rd 8. Mary M. Rider, “Developing New Roles for Paraprofessionals ed. (Cambridge, Mass.: Perseus, 2003). in Cataloging,” Journal of Academic Librarianship 22, no. 1 28. Ibid., 126. (1996): 26–32. 29. Malcolm Knowles, The Modern Practice of Adult Education: 9. Ibid., 29. Andragogy versus Pedagogy (New York: Association Press, 53(4) LRTS Training Successful Paraprofessional Copy Catalogers 229

1970); and Malcolm Knowles, The Adult Learner: A Neglected 34. Ibid., 302. Species (Houston: Gulf, 1973). 35. Nancy Maresh, “Breathing Life into Adult Learning” in 30. Laird, Naquin, and Holton, Approaches to Training and The ASTD Handbook of Training Design and Delivery: A Development, 139. Comprehensive Guide to Creating and Delivering Training 31. Special issue devoted to training, The Journal of European Programs, Instructor-Led, Computer-Based, or Self-Directed, Industrial Training 13, no. 2 (1989). ed. George M. Piskurich, Peter Beckschi, and Brandon Hill 32. “Job Analysis Principles,” The Journal of European Industrial (New York: McGraw-Hill Professional, 2000): 3–27. Training 13, no. 2 (1989): 5. 36. Ibid., 24. 33. Donna Kotsopoulos, “Mathematics Discourse: ‘It’s Sounds Like Hearing a Foreign Language,’” Mathematics Teacher 101, no. 4 (Nov. 2007): 301–5.

Appendix A. Bibliographic Terminology

Please fill in this worksheet by identifying the information you find on the title page and/or verso of the books provided for this exercise. Not every book will have all of these bibliographic elements.

1. What is the title proper?______2. Is there other title information? If so, what it it?______3. Is there is a statement of responsibility? If so, what is it?______4. Is there an edition statement? If so, what is it? Is there more than one on the book? (Check covers, title page, and the verso)______5. Where was the book published? Is there more than one place of publication? (List it/them)______6. Who is the publisher? Is there more than one? (List it/them)______7. Is there a date of publication? Is it a true date of publication, a copyright date, or a printing date? (If there is one or more, list them and indicate what kind of date it is/they are)______8. Is there a series statement? (Check the book covers, half-title page, verso, etc.) If so, what is it?______

Appendix B. MARC Guide

Here is an overview of the MARC record. It contains the fields and subfields you will likely see every day. MARC Field MARC Subfield 010 $a Library of Congress control number 040 $a Who cataloged the record $c Who put the record in the database $d Any library that has made changes to the record 020 $a ISBN $z Incorrect ISBN 041 $a Coded information about foreign languages involved in the text 043 $a Coded information about the geographic area described in the text 050 00* $a LC call number supplied by the Library of Congress $b Cutter and year 050 14** $a LC call number supplied by another library $b Cutter and year 100 1 $a Author last name, First name, $q (first and middle name spelled out), $d date of birth and/or death. 245 10* $a Title proper : $b other title information/$c Author’s name (all 3 transcribed exactly from the title page) 246 1* $i (explanatory phrase, if needed) : $a Titles found on the cover, spine, etc. (no period at the end) 250 Edition statement 260 $a Place of publication : $b Publisher, $c date of publication 300 $a number of pages : $b illustrations ; $c size + $e accompanying material (e.g., teacher’s guide) 440 0 $a Series title ; $v v. 75 OR 490 0 $a Series title ; $v no. 15 OR 230 Valente LRTS 53(4)

Appendix B. MARC Guide (cont.)

MARC Field MARC Subfield 490 1 $a Series title ; $v Bd. 4 (This requires a field 830 in the record) 500 General notes 504 Bibliography (and index) note 505 Contents note 600 10** Name of person (subject of the book) 650 0 Topical subject heading $x general subdivision $z Geographic subdivision $y Time period $v Genre (e.g. Bibliography, Periodical and so on) 651 0 Geographic Subject 7xx *** Additional access points—authors (may be persons, corporate bodies, conferences) and uniform titles 830 #0 Series name as LC has decided it should be formulated ; $v no. 16

* The second indicator varies ** The first indicator varies *** Both indicators vary

Appendix C. Selected Online Resources for Trainers

OCLC Tutorials

OCLC is an excellent source of online tutorials. Connexion Client tutorials are found at www.oclc.org/support/training/ connexion/client/tutorial/default.htm. They include “Introduction to MARC Tagging” (www.oclc.org/support/training/ connexion/marc/default.htm) and “OCLC Connexion Client: Searching WorldCat” (www5.oclc.org/downloads/tutorials/ connexion/client/clsearch.html). Similar tutorials for OCLC Connexion Browser are found at www.oclc.org/support/training/ connexion/browser/tutorial.

The Library of Congress

LC has an introduction to MARC available called “Understanding MARC: Bibliographic Machine Readable Cataloging” (www.loc.gov/marc/umb). This is an excellent introduction that ends with a brief self-test that the trainee can do. The answers are provided. If the new cataloger will eventually be doing any authority work, LC’s “Understanding MARC: Authority Records: Machine Readable Cataloging” (www.loc.gov/marc/uma) will be equally useful.

Miscellaneous Resources on the Web

Ann Branton and Aiping Chen-Gaffey at the University of Southern Mississippi have created an interactive MARC 21 tutorial based on LC’s “Understanding MARC” guide (www.lib.usm.edu/legacy/techserv/marc21_tutorial_ie). Kathleen Wells and Nashaat Sayed, also at the University of Southern Mississippi, have created an interactive tuto- rial based on LC’s “Understanding MARC Authority Records” (www.lib.usm.edu/legacy/techserv/auth_tutorial). Infohio (Information Network for Ohio Schools) has made a series of very short, filmed Tag Tutors (www.infohio.org/UC/TagTutors). While the tutorials assume some very basic knowledge of cataloging on the part of the viewer, they are a nice supplement to the new cataloger’s training. Unfortunately, only a few tags are covered and the division of the material is sometimes quirky. The script is available for each tag in either Word or PDF format. The Idaho Commission for Libraries has also developed online training for nonprofessional library staff. While the “courses” cover much more than cataloging, Alternative Basic Library Education (ABLE) (http://libraries.idaho.gov/page/ alternative-basic-library-education-able) offers a unit on technical services that is aimed primarily at public and school librar- ies. While too basic to stand alone, it is a useful supplement that the trainee can consult any time. Each section within the unit is followed by a self-test that provides immediate feedback. Supplemental Basic Library Education (SABLE) (http:// libraries.idaho.gov/page/supplemental-alternative-basic-library-education-sable-program) offers a unit on cataloging music sound recordings. 53(4) LRTS 231

Literature of Acquisitions in Review, 2004–7 By Barbara S. Dunham and Trisha L. Davis

This review covers the literature of acquisitions from 2004 through 2007. The purchase of electronic resources continued to grow, especially for e-journals. E-books gained more attention with a variety of pricing models emerging, many of which were similar to print purchase plans or a modification of e-serial plans. The electronic resource management (ERM) of subscriptions and licensing became a major concern as the acquisition of these items continued to grow. Many librar- ies developed local ERM applications while vendors began developing commer- cial ERM systems. The Digital Library Federation (DLF) Electronic Resources Management Initiative (ERMI) emerged as a major step in the development for ERM system standards. Many libraries expressed dissatisfaction with some of the new pricing models for e-journals, especially the Big Deal packages, as libraries were caught between budget reductions, price increases, and complex license agreement terms. Budget and the allocation of funds remained a frequent topic in the literature. With the transition from print to electronic versions, acquisitions staff required more support and new resources. Workflows changed as acquisition units and technical services departments reorganized to accommodate the growth of electronic resources.

his literature of acquisitions review is the continuation of the authors’ review T covering the literature published from 1996 through 2003.1 In the previous review, technology and the Internet were the key themes that brought changes to acquisitions, business practices, and communications. For 2004–7, budgets and budget allocation were a continuing concern, with the literature focusing on the complexity and variability of pricing models. The most significant new topic was the management of electronic resources. As patron demand for these resources grew rapidly, a large portion of library materials budgets was spent acquiring them. The literature revealed that acquiring electronic resources was simpler than managing them effectively. To identify the significant acquisitions literature published from 2004 through 2007, searches were made through Library Literature and Information Science Full Text and Library, Information Science and Technology Abstracts with Full Text databases for articles and books. In addition, searches using more specific terms related to acquisitions were made of selected library journals. Citations Barbara S. Dunham (dunham.51@osu and abstracts were reviewed for possible inclusion in the review. Searches were .edu) is Assistant Professor, Serials and Electronic Resources Librarian, Columbus, limited to scholarly journal articles, conference proceedings, reports, and books and Trisha L. Davis ([email protected]) is in English. Every attempt was made to find literature relating to any aspect of Associate Professor, Rights Management acquisitions; however, the authors concede that some works may have been over- Coordinator, and Head, Serials, Electronic Resources and Rights Management looked. For those articles selected, the papers were retrieved and reviewed in Department, both at The Ohio State detail. The selected articles then were grouped by topics to establish an outline University Libraries, Columbus. for presentation. For those papers that bridged more than one topic, an effort was Submitted March 13, 2009; tentatively made to put them under the topic that was most prominent. Some literature fell accepted, pending revision April 22, 2009; revision submitted June 22, 2009 outside the major themes identified or was peripheral to the topics; these were and accepted for publication. excluded from the review. 232 Dunham and Davis LRTS 53(4)

Budgeting and Allocating Funds (ILS) that allows patrons to borrow and return materi- als from any consortial member. The results of the trial Fund allocation became a critical part of budgeting and revealed that demand could be matched to AUM’s mono- acquisitions work as budgets shrank and material costs rose. graphic collection across the university. The schools with Most libraries used a local method to allocate the materials graduate programs showed the most demand. The authors budget across subject areas. Many allocation formulas were determined that the data supported additional book pur- based on historical variables and annual adjustments that no chases. The monographic budget was increased to support longer fit the needs of libraries’ current acquisitions. the schools with the greatest borrowing activities. Wu and Shelfer performed a formula fitness study on Anderson discussed several formulas of varying com- their library’s budget allocation formula to determine its plexity for allocating the costs of electronic resources to the fit.2 The authors’ research indicated that the traditional members of an academic consortium.8 Size and type of insti- factors used in building a fund allocation formula were not tution, number of students, size of budget, current use, and always consistent because of changes in the source of the current subscription price were considered potential factors data, availability of data, and weights given to the variables. in cost-allocation methods. He stressed fairness in the cost- Wu and Shelfer recommended that libraries perform a allocation methods and the use of equitable formulas that formula fitness review regularly as a part of their self-study. were clearly understandable. At Portland State, the old method no longer provided for a Clendenning, Martin, and McKenzie examined how balanced collection and failed to align the materials budget libraries managed the relationship between fund encum- with the university’s priorities.3 Weston revised the formula brances and expenditures.9 Various strategies specific to using a complex set of variables to determine the potential monographs, serials, and standing order acquisitions were demand on their library’s collection for specific subject studied. The authors’ discussion also included insights on areas. Because the new formula would result in severe cuts the use of ILSs for managing funds, descriptions of materi- from the previous allocations, 70 percent of the budget als ordered on different types of funds, and three fund case was allocated on the basis of the previous formula. Walters, studies. in an article that received the 2008 Best of LRTS Award, At the 2006 Charleston Conference, Moore-Jansen, presented an allocation method for academic libraries that Walker, and Williams explained the development of a fund used current, historical, or hypothetical allocations to gener- tree, a computer-based accounting system at Wichita State ate a formula.4 In a five-step process, the regression-based University Libraries.10 The tree was designed to meet the method assigned weight to a set of variables to provide reporting needs of the library administration, budget offi- results that were systematic and unbiased. cer, collection development coordinators, and acquisition While most discussion of fund allocation focused on managers. The fund accounting tree utilized a combination specific approaches for allocating funds, Canepi’s study of letter mnemonics and a number to form a fund code. The focused on determining best practices in academic librar- fund code could be used to the track the funds allocated by ies.5 Her statistical analysis revealed that enrollment, cost discipline. of materials, use, and number of faculty were the most fre- A useful manual about library budgets is Managing quently used formula elements. Other often-used elements Budgets and Finances: A How-to-Do It Manual for Librarians were course offerings, academic programs, research budget and Informational Professionals by Hallam and Dalston.11 or output, and faculty publication. Their manual covers a broad range of topics on budget Smith and Langenkamp discussed an allocation formula and finance. In another source, Collection Management for a public library based on circulation data.6 The authors for Youth, Hughes-Hassell and Mancall describe the bud- calculated a budgeting index by multiplying the circulation geting process for a school media center in their chapter, percentage for a subject area by the average cost of an item. “Budgeting for Maximum Impact on Learning.”12 The index was used to determine the number of items that Johnson’s book, Fundamentals of Collection Development could be purchased from the budget for each subject area. & Management, is intended for students in librarianship or Their method allowed for changes in allocations for specific those new to collection development and management.13 subject areas on the basis of current collection management The chapter “Policy, Planning, and Budgets” covers library goals, pricing changes in subject areas for collection devel- budgets, materials budget, funds, and fund allocations. In opment, and static budget amounts. At Auburn University the chapter “Electronic Resources,” Johnson describes elec- at Montgomery (AUM) Library, Bailey, Lessels, and Best tronic resources and covers budget and legal issues associ- tested using Universal Borrowing data as a factor in deter- ated with their acquisition. mining their monographic budget allocations across the Evans and Saponaro’s text, Developing Library and University’s schools.7 Universal Borrowing is an interlibrary Information Center Collections, covers collection devel- borrowing feature of the Voyager integrated library system opment for all types of libraries.14 Separate chapters 53(4) LRTS Literature of Acquisitions in Review, 2004–7 233

address acquisitions, vendors and distributors, and fiscal other purchases, the bundled titles were not always the management. right ones for a library, and heavy collection penalties made adjusting collections difficult. Universities founded after 1992 with fewer journals favored Big Deal packages but Pricing Models were concerned about future affordability. None of the proposed new models (e.g., pay-per-view, national license, As electronic resources emerged, pricing models became core plus peripheral, open access models) were universally more complex. Publishers and providers developed many accepted. The publishers were consistent on needing to new models for electronic journals and e-books. The Big maintain current levels of profitability. Deal model for electronic journals was the most often dis- At the 2005 North American Serials Interest Group cussed in the literature. A Big Deal is defined by Frazier as conference, Frazier and Ebert discussed the Big Deals.20 “a comprehensive licensing agreement in which a library Frazier focused on issues related to budget. With an annual or library consortium agrees to buy electronic access to all cost increase each year, he considered Big Deals unsustain- or a large portion of a publisher’s journals for a cost based able because budgets would be unable to keep pace with on expenditures for journals already subscribed to by the the increasing costs of journals. Frazier focused on journal institution(s) plus an access fee.”15 Usually the agreement cost-effectiveness for purchases. Ebert looked at the Big limits the cancellation of subscriptions and includes an Deal from a consortial perspective. Big Deals allowed annual price increase. consortial members to reduce duplication and increase the Gerhard described pricing models used for academic number of unique titles. Because unused titles could be an electronic journals and other digital formats and examined issue, she noted that the consortium monitored the use of the variables used in pricing models.16 She found nine bundled titles and considered 85 percent of the titles used variables that could be combined into a seemingly unend- acceptable. ing number of pricing options. Gerhard also found that Gatten and Sanville discussed the merits of the Big Deal the variety of pricing models provided some formulas that from the OhioLINK consortial perspective.21 They defined worked in favor of libraries of a certain type and size while Big Deal as “the subscription and purchase of full sets of other pricing models disadvantaged some libraries. Some publisher’s journals in electronic format and the provision formulas also worked better for different types of products of access to member institutions.”22 Because the financial depending on content and use. commitment of a Big Deal could present challenges to insti- Hahn took an in-depth look at tiered pricing, in which tutions when budgets are static or shrinking, an incremental smaller institutions are assessed a lower subscription price reduction of content and related annual costs were negoti- than larger ones.17 By performing a sensitivity analysis, she ated in the license agreements with vendors. The authors found that increases in the subscription price for larger questioned if patterns of use across the members would institutions (i.e., those in the top tier) ranged from 7 to allow for a title-by-title retreat without disenfranchising one 257 percent while institutions in the bottom tiers experi- or more members. Their findings supported the concept enced increases of 9 to 88 percent. Under some models a that a retreat based on the ranking of articles downloaded lower tier could receive a decrease. Hahn believed that the across members would be a workable approach for reducing increase in subscriptions costs could be substantial for the content and costs. largest institutions. Schaffner, Luther, and Ivins described Hellriegel and Van Wonterghem examined electronic the collaborative effort Project MUSE made to develop new journal packages and their effect on library budgets and pricing for their online journals.18 Project Muse replaced the consortia purchases.23 They discussed the development consortial model based on number of participating institu- of package deals, the effect of their increased costs when tions with one based on the Carnegie Class and use. The budgets decrease, issues associated with cancellations when pricing tiers for academic libraries were expanded under involved in Big Deal license agreements, and the effect on the new model. cost by publisher mergers or the acquisition of publishers Commissioned by the Journals Working Group of the by other enterprises. They also examined the possibility of United Kingdom’s Joint Information Systems Committee, using document supply in lieu of renewing a package deal, Look, Sparks, and Henderson researched what librarians but found that it would not be practical. Also, Jasper experi- and publisher thought about existing pricing models and enced problems with the Big Deal packages and consortial proposed new models.19 Librarians and publishers were purchasing agreements when he was faced with a large interviewed to understand current models’ strengths and budget cut.24 He found one publisher that would allow the weakness. Views about the Big Deal packages varied by size cancellation of some electronic journals, but, with another or focus of an institution, but some broad patterns emerged. publisher, he would lose access to a large number of other The authors found that Big Deal packages squeezed out titles and exclusion from the consortium. Other publishers 234 Dunham and Davis LRTS 53(4)

limited cancellations to a stated percentage each year. Jasper purchased on the engineering approval plan to the circula- noted that the complexity of online subscriptions combined tion of books in the engineering collection as a whole to with print subscriptions and of package deals arranged determine the efficiency of a profile or whether the approval directly with vendor and through the consortium made can- plan should be replaced by individual book ordering.30 celling electronic journals difficult. Books ordered on the plan were more heavily used, which Edlin and Rubinfeld examined Big Deal agreements warranted maintaining the approval plan. The data also from a legal perspective.25 The authors discussed the growth revealed that electrical engineering books were not being and make-up of Big Deals, their pricing ties to print sub- ordered through the approval plan. The profile was adjusted scriptions, the issues surrounding cancellations, the effect to include them. on the library budget, and potential antitrust issues. They Boudewyns saw the use of approval plans for art as a also examined the economic effects of Big Deals on the way to free the art librarian for the significant amount of publishing world and reflected on issues surrounding exclu- effort needed to support the acquisition of licensable digital sion and monopoly. image collection (LDIC).31 She described LDICs as inter- In 2005 the Association of Research Libraries (ARL) active systems that provided a mechanism for using digital surveyed its members about large publisher bundles.26 The images to create presentations and teaching materials. survey focused on the five largest publishers. The most com- Lorenzen used her experience in developing an academic mon reason for purchasing bundles was that the content and library art collection to illustrate the many changes in acqui- access were a good return on investment. One feature of the sitions due to new material formats and technological devel- licensing was a restriction on the cancellation of print titles. opments.32 She described changes to the information needs Some members reported they could cancel a small percent- and research practices of art students as they move beyond age while others reported bans on cancellations. “Libraries print to embrace the new digital technologies. Lorenzen reported an average satisfaction rating of 3.4 (on a 5-point also discussed recent changes to academic library acquisi- scale) for the pricing of their first contract with any given tions, such as the shift to digital formats, new approval publisher” for Big Deals, with a slightly lower average for plans that allow for ordering online, a focus on aggregator consecutive contracts.27 databases as an acquisitions source, and the effect of price Hiott and Beasley provided a similar view of the increases on the budget. importance of consortia in their study of two public librar- Because of price and unfavorable currency exchange ies.28 Houston Public Library relied on access to electronic rates, Kamada utilized a slip selection approval plan profiled journals and databases provided through TexShare. Forsyth on Japanese language and linguistics to acquire resources County Public Library similarly relied on GALILEO, a vir- for Japanese studies.33 This plan allowed Kamada to stay tual library of licensed and online research sites offered by within budget and spread the selection and ordering more the State of Georgia Board of Regents. Both libraries relied evenly throughout the year. The slip selection plan was on their consortium for license negotiations, access mainte- implemented for Japanese Buddhism and may be viable for nance, and use statistics reporting. small subject collections. Curl and Zeoli described a consortial shared approv- al plan that was developed through a partnership with Acquisitions Work YBP for the Colleges of Ohio Networked System Online for Research and Teaching (CONSORT), which consists From 2004 through 2007, budget challenges, vendor chang- of Denison University, Kenyon College, Ohio Wesleyan es, and technological improvements also had a serious University, and The College of Wooster.34 The goal of the effect on many of the basic functions of acquisitions work. project was to develop a broad collection with less dupli- Approval plans became important again, not only to assure cation while each college maintained its core collection. good selection within a subject area, but to bring efficiencies They were able to make broad use of the geographic and to the acquisitions work. Consortia began to show interest interdisciplinary tags supplied by the vendor for Asian and in shared collection development and acquisitions. With the African material. Responsibility for various subject areas was move from print to online journals, major projects of print shared between the CONSORT institutions on the basis of journal subscription cancellations were common. interest expressed. Fund codes were used to map responsi- Fenner took a comprehensive look at approval plans.29 bilities and institutions so that a shared YBP account could She noted that the efficiency of a plan depended upon the be established. profile specifications and how well it was maintained to As a way to select vendors for the library’s book approval meet the library’s needs. A title-by-title selection plan could plans, Horava established a concurrent book approval pilot be used either to supplement approval plans or to replace project for analyzing the performance of selected vendors approval plans. Brush compared the circulation of books of choice rather than sending a request for a proposal.35 53(4) LRTS Literature of Acquisitions in Review, 2004–7 235

The vendors were reviewed on the same criteria applied to for Library Collections and Technical Services Blackwell different subject disciplines. Mueller used a pilot approval Scholarship Award. The authors examined the creation and plan as a way to move faculty from title-by-title selection to content of the vendor record as an example of the need to using approval plans.36 The goals of the pilot were to free the standardize vendor-supplied acquisitions records. By analyz- faculty from selecting mainstream materials and allow more ing the data needed to support acquisitions activities and time for selecting unique materials. tasks, key data elements needed in the vendor record were Dali and Dilevko examined how Slavic and East identified and the difficulty in keeping that data current was European print materials were acquired by North American noted. The goal of the article was to encourage the devel- public and academic libraries.37 They noted that many opment of electronic data interchange (EDI) standards by libraries used approval plans for Slavic collections, and many which vendors would supply information about themselves also acquired these materials through other means, such as to their library customers. book stores, book fairs, buying trips, exchanges, and gifts. Laskowski was concerned about the consequences of Dali and Dilevko found that 51.4 percent of the surveyed new technology and the availability of various media formats libraries did not use approval plans. on the acquisitions process.42 She described common prob- As a way of augmenting traditional subject analysis, lems such as determining the appropriate format to acquire, Mortimore applied the concept of “just-in-time” to acqui- complex and confusing pricing schemes, the assurance of sitions.38 By combining interlibrary loan (ILL) data and quality for long-term preservation, and the need to purchase circulation data by subject area, he determined which areas compatible playback equipment. needed further development. Books were purchased rather Chapman’s revised edition, Managing Acquisitions in than borrowed for these areas. The author proposed that Library and Information Services, is written primarily for just-in-time acquisitions often cost less than traditional ILL library and information science students but is also a good and contributed valuable items, which circulated frequently, resource for those new to acquisitions.43 In this thin volume, to the collection. Chapman covers the range of acquisition processes and With ongoing budget cuts or the need to fund elec- online services. tronic access, Gallagher, Bauer, and Dollar were faced with canceling some of their print titles.39 Employing an evidence-based librarianship approach, they included data Booksellers and Vendors from a current periodical use study, SFX (Ex Libris’ link resolver) statistics, photocopying statistics, bound journal The Internet allowed booksellers, serial agents, and publish- shelving statistics, gate counts, and relevant statistics from ers to move their work online. Print catalogs disappeared several library associations to make the best decisions. as the online databases were more complete and current. Although no two data sets correlated directly, the results Ordering systems moved online as did much of customer of their analyses were quite similar. The authors also noted support. New Internet providers became serious competi- similarities in the journal titles used most frequently and tion to traditional library vendors. The inclusion of “Books that a significant portion of the print collection was never and the Internet: Buying, Selling, and Libraries” as a theme used during the study. They concluded with a discussion of at the 2004 Charleston Conference was indicative of the the complexities of canceling print subscriptions due to pric- importance of the topic.44 ing models or contractual obligations to retain print. Because the acquisition of out-of-print materials can Carey, Elfstrand, and Hijleh also used an evidence- be problematic and time consuming, Amsberry trialed based approach on a cancellation project to reduce journal outsourcing, which is the the searching, purchasing, and expenditures by 15 percent.40 Their goals were to minimize cataloging of out-of-print materials to a vendor.45 The trial the effect on the collection and gain support from faculty resulted in a high fulfillment rate, and the books received by including a bibliographer from each department who were in good condition, but receipt was slow compared to determined the journals to be cancelled. The bibliographers direct order from an online vendor. The cost per book was were provided with the average cost of use over a two-year higher than if the book was ordered directly from an online period. Accounting reports were generated on the progress vendor, but this increase was offset by savings in staff time. made toward reaching the goal. A project management sys- For libraries with small staffs, the results indicated that out- tem, CORE Project Management, was used to help manage sourcing could be a good alternative. the project. Holley and Ankem performed a comprehensive study Farrell and Truitt addressed a common problem faced on the effect of the Internet on the out-of-print book mar- by acquisition librarians—the need to build and maintain ket.46 They examined whether Internet use improved the complex vendor records within the acquisitions module availability of books that booksellers had difficulty finding in of their ILS.41 Their article received the 2004 Association prior years and whether Internet use led to price decreases. 236 Dunham and Davis LRTS 53(4)

The results showed a high availability of items and a sig- content aggregators and placed them into three categories: nificant decline in prices. Holley and Ankem found that the content hosts such as Ovid and Highwire Press, gateways distinction between in-print and out-of-print disappeared such as SwetsNet and Biosis, and full-text content provid- in terms of availability, out-of-print materials often cost less ers such as ProQuest and EBSCO.53 The authors described than when the items were first published, the purchase important advantages and disadvantages to using aggregator of monographs might be a viable substitute for ILL, and services in acquisitions. They stressed that as new types of retrospective collections could be built more easily than in aggregators evolve, librarians need to understand their roles the past. in the electronic resources supply chain. While studies have examined the availability of out-of- Two important sources focus on vendors and acquisi- print materials, Levine-Clark examined online booksellers tions. Much of Anderson’s book, Buying and Contracting for purchasing in-print materials.47 The author found that for Resources and Services: A How-To-Do-It Manual for Amazon had more books available than either Abebooks or Librarians, addresses vendor and good customer relation- Alibris. Abebooks, however, offered the highest average dis- ships.54 The book also covers negotiating terms of service, count, followed by Amazon and Alibris. The time from pub- license agreements, and the basics of approval plans. Ball’s lication affected pricing or availability very little. Because book, Managing Suppliers and Partners for the Academic of the efficiency of acquisition through approval plans, the Library, covers vendor relationships and outsourcing, but author did not consider Amazon as a replacement method the examples are limited to British libraries.55 for that process. However, ordering from online booksell- Flowers’ article described the key points to consider ers was feasible for second or replacement copies or titles in negotiations for different types of library materials.56 shipped on approval plans. She discussed implications for process differences, such as Orkiszewski tested Amazon as a possible library ven- one-time rather than ongoing purchasing, the volume and dor.48 He found that not all items were discounted by nature of orders placed, and the type of vendor and how Amazon and that discounts varied over time. If all the books they do business. Flowers provided solid definitions for the in the study had been ordered from Amazon, the total cost different issues to be negotiated depending on the acquisi- would have been higher. The study revealed that the library tion method. vendors could compete with Amazon’s prices and provided services at a good value. Lubiana and Gammon examined the European book- Electronic Resources selling market and the movement toward electronic com- merce.49 They discussed book pricing and costs; availability; The ARL tracked member expenditures on electronic services (e.g., databases, online ordering and tracking, and resources between 1994–5 and 2001–2.57 During that time- online invoices); standards for payment transactions, such as frame, expenditures for electronic resources grew by nearly EDI and Book Industry Standards and Communication; and 400 percent while total materials expenditures increased sources for book acquisition. by only 61 percent. In another ARL report, Johnson and The Guide to Out-of Print Materials by Tafuri, Seaberg, Luther examined libraries’ moves to electronic-only jour- and Handman is an excellent resource for acquiring out-of- nals.58 They identified the need to control cost and the print materials of different types and serves as a quick refer- growing need for new content as two forces driving libraries ence resource.50 The authors cover traditional methods of to switch to electronic journals, which have resulted in an obtaining the materials as well as Internet resources. increase in discontinuing corresponding print editions. In Because budgets were shrinking, Lam stressed the a 2004–5 survey, the average ARL library spent 37 percent need for a vendor-assessment system to determine which of its materials budget on electronic materials; some spent vendors offer the best quality and pricing.51 She discussed more than 50 percent.59 Prabha analyzed journal subscrip- how to establish a system and stressed that it should tion and format data for 2002–6.60 She found that 5 percent be comprehensive but user-friendly. The program should of the subscriptions were available solely in electronic for- interface with the local library system to collect data and mat in 2002. By 2006, 36 percent of journals were published create spreadsheets for use in reporting key measurements. solely in electronic format. Findings revealed that print sub- Gagnon looked at vendor relationships from a public library scriptions were canceled to move to online format to avoid perspective.52 He believed the key to successful library proj- a budget shortfall. ects was a good relationship with vendors. While Gagnon Eells studied the possible effects of a library’s decision considered the library’s relationship with the vendor as an to eliminate print journals in favor of electronic access.61 She investment, he noted that vendors must take the time to provided a substantial background on the primary methods understand the needs and issues of the library. of electronic journal publication, subscription options, and Moghaddam and Moballeghi analyzed a variety of digital pricing models. Eells summarized several major publishers’ 53(4) LRTS Literature of Acquisitions in Review, 2004–7 237

approach to the relationship between publishing costs and Electronic Resources (DOLLeR).67 DOLLeR was designed subscription pricing. Wolf described common issues faced to provide access to license agreements, a Web e-mail when moving from print to electronic-only subscriptions.62 gateway, and reporting capabilities. The use of tables for Using a case study of the acquisition processes at Cardiff provider, license, resource, subscription data, and informa- University, he described the challenges of dealing with a tion provided by Serials Solutions were central to the design wide range of different subscription models, including con- of the database. sortium options and publishers’ Big Deals. Wolf outlined North Carolina State University Libraries also designed the steps needed to investigate these options and described their own ERM system, E-Matrix.68 Raschke and Goldsmith how difficult and time-consuming that can be for acquisi- stated that the initial plan was to develop E-Matrix to man- tions staff. He also discussed the challenges of managing the age databases, aggregated resources, and electronic journal subscriptions over time. packages. However, because their ILS could not effectively Silberer and Bass discussed the effect of e-books on manage print or electronic subscriptions, the ERM system the ordering process.63 In outlining the various ordering was expanded to handle them. Kennedy examined the options, purchasing models, and distribution methods, the development of locally developed ERM systems at MIT authors noted “there is no single source, option or strategy Libraries, Pennsylvania State University Libraries, and that is uniform for eBooks.”64 An extensive chart compared UCLA Libraries, and their reasons for developing them.69 offerings and services of twelve popular e-book providers. Grover and Fons described Innovative’s partnership The authors described the role of the serial agent in selling with several academic libraries to develop a system that subscriptions to collections of e-books, whether by lease or met their needs and that could be integrated into the local by access on a permanent basis. Their description of the cur- library system or function as a standalone system.70 Galloway rent digital rights management technology for e-books dem- discussed the development, implementation, and features onstrated the complexity of acquisition options. Mikkonen of the Innovative ERM module at Glasgow University.71 also discussed e-book purchase models for consortia.64 The Tull described the conversion from the local management pricing models for purchasing single e-books were similar database to the Innovative ERM module at Ohio State to the models for purchasing printed books. However, if the University.72 Tull et al. discussed the integrated features e-book was purchased as part of a collection, the price might of the ERM module and the use of the three new types of have been higher depending on the number of simultane- records (resource, license, and contact) for managing elec- ous users. Other pricing options were based on a one-time tronic resources.73 purchase or ongoing access. She suggested that consortium The final report of the Digital Library Federation acquisitions should be based on the simplest pricing model Electronic Resource Management Initiative (DLF ERMI) because complicated negotiations and managing the differ- was released in August 2004.74 The document outlined ent pricings could easily nullify the savings. In examining ERM system needs, covering how groups of data elements licensing, Mikkonen found that the e-book agreements are related and relating them to functional requirements. needed to be adapted to include perpetual access rights. The document served as a standard for use by both libraries Conger’s book, Collaborative Electronic Resource and vendors. Fons and Jewell summarized the key findings Management: From Acquisitions to Assessment, covers key of the 2004 DLF ERMI report as background for proposing topics associated with electronic resources.66 Chapters 4 and an ERMI II.75 Several key library systems vendors devel- 6 focus on budgeting, negotiating, and licensing. oped electronic resource management systems on the basis of initial DLF ERMI specifications and modular compo- nents of their existing ILSs. According to the authors, ERMI Management of Electronic Resources II would move the standardization efforts further into the tracking of license data, the development of the license Electronic resource management (ERM) was a major topic expression specification, the use of Project COUNTER of concern during this review period. With increased acqui- Codes of Practice to standardize use data reports, and finally sitions of electronic resources and the need to license them a standardized method of collecting use statistics from a as part of the purchase process came the need to manage all variety of vendors known as SUSHI (Standardized Usage the details of pricing, licensing, and access. Initially, libraries Statistics Harvesting Initiative). They concluded by recount- developed their own local version of an ERM system, and ing the key benefits implementing an original ERM system commercial systems followed later. brought to the acquisitions function and by proposing addi- Stefancu, Bloss, and Lambrecht described the man- tional functions needed to effectively manage electronic ual methods used for ERM at the University of Illinois resources. at Chicago Library and the development of a sophisti- Managing Electronic Resources: Contemporary cated ERM system called the Database of Library Licensed Problems and Emerging Issues, edited by Bluh and Hepfer, 238 Dunham and Davis LRTS 53(4)

is an important collection of eleven papers from knowl- Looking for license terms that provided useful guarantees edgeable authors on a variety of ERM issues.76 Many of of ongoing access should the subscription be canceled, the the papers were presented at the 2003 and 2004 ALCTS authors found that 36 percent of commercial publishers Midwinter Meeting symposia. and 28 percent of society publishers provided perpetual access. If licenses were accepted without a perpetual access clause, libraries risked losing future access if a subscription Licensing is canceled. The authors concluded that academic librar- ies should insist on perpetual access even if it requires an Purchasing electronic resources often included a license additional fee. agreement defining what the library and authorized users Wiley surveyed thirteen large research libraries in the may do. The license agreements varied in complexity and Midwest regarding ILL clauses in licenses.82 The author often required a negotiation of terms. As libraries switch noted that due to budget cuts many print journals were from print to electronic journals and books, librarians could being cancelled without the realization that licenses for be faced with more licenses to process. the electronic materials may prohibit or limit ILL. She Algenio and Thompson-Young examined the content presented specific examples of license terms that authorize of license agreements for e-books with a particular focus on and those that deny ILL uses. Wiley also discussed impor- how these contracts should be reviewed, revised, and nego- tant issues affecting ILL services, such as copyright, the tiated to meet libraries’ needs.77 They noted that while the Commission on New Technological Uses guidelines, model one e-book, one user model can be easily negotiated to meet licenses, and the power of consortium negotiation. library requirements, license agreements for subscriptions A key resource on licensing and acquisitions is A Guide to e-books were similar to those for e-journal packages. The to Licensing and Acquiring Electronic Information by authors recommended that libraries insert language into the Bosch, Promis, and Sugnet, with contributions by Davis.83 license as needed to meet library requirements, and they Much of the text is focused on licensing electronic resourc- described specific clauses and terms that should be consid- es. The appendixes provide information on nonnegotiable ered important to any e-book license agreement. and negotiable licenses and licensing terms. Another impor- The concept of creating and using a model license was tant resource is Licensing in Libraries: Practical and Ethical thoroughly examined by Bosch in an article that covered Aspects by Rupp-Serrano.84 This book offers basic informa- the history and development of model licenses.78 The article tion on licensing, gives examples, and provides a history of addressed the many benefits of using the model license licensing. Durrant’s book, Negotiating Licenses for Digital from both the publishers’ and the libraries’ perspective. Resources, focuses on the process of negotiating with pub- Bosch also pointed out the potential problems caused dur- lishers and suppliers for better license terms and prices and ing negotiations by the use of the model license. The article walks readers through the preparation process.85 Another provided a summary and explanation of the common ele- publication of interest is the report on licensing by Primary ments found in most model licenses. Research Group (PRG).86 PRG surveyed libraries across Chou and Zhou examined licensing from a legal per- the United States, Canada, the United Kingdom, and other spective.79 The article defined the types of legal protection countries about database licensing practices. Their report provided to producers of digital content, described the covers licensing terms and provides historical information purpose and types of license agreements, and discussed the on licensing. effect of these agreements on libraries’ core values. Through the use of a fictitious case study, Shipe dis- cussed the barriers encountered in acquiring access to Reorganization and Workflow Changes electronic database products.80 The license agreement for his fictitious product included typical terms that were unac- Reorganization and workflow changes continued to be ceptable for a state university: no access for the general a major topic during the period of the literature review. public within the library, a clause indemnifying the licensor Between the years 2000 and 2003, articles focused mainly against any third-party legal action, and legal jurisdiction in on changes within work groups. However, some articles another state. Shipe described the process of negotiating the examined the workflow between work groups and the need license agreement with members of a society dependent on to realign staff to provide more support for the acquisition outside counsel, working with very busy university attorneys, of electronic resources. and explaining the delay in access to their patrons. Grahame and McAdam reported on an ARL survey in Stemper and Barribeau identified perpetual access to which 87 percent of the respondents indicated they were e-journal content as a key problem for research libraries making organizational changes to support the processing in an article that received the 2007 Best of LRTS Award.81 and managing of electronic resources.87 Workload (staffing 53(4) LRTS Literature of Acquisitions in Review, 2004–7 239

levels) and the need for an ERM module were identified as resources; limited budgets; and hiring freezes forced techni- future challenges. cal services librarians to reconsider their basic assumptions Higa et al. undertook a major reorganization to address and alter their traditional workflows. Fenner discussed staffing needs for a digital environment, a problematic team organizational restructuring as a solution for streamlining approach, and the lack of a clear vision.88 A taskforce collect- procedures and using staff more efficiently. ed data on which to base the restructuring. As a result of that Youngman, through a process-flow analysis, found a data, new or modified departments were established. One of more effective way of handling the increased ordering and the new departments, Digital Infrastructure Research and processing of monographs late in the fiscal year with limited Development, handled long-range planning and research. A staff.93 The process eliminated duplicated effort and other second new department, Digital Access, had responsibility steps, resulting in a better workflow and more efficient use for the access to the collections. The third new department, of staff time. Print Resource Management and Optimization, addressed Fowler and Arcand performed a serial acquisitions book selection and processing, serials processing, binding, time and cost study to determine if there were standard and shelving. The Acquisitions and Licensing Department data elements that could be used for making management was modified to handle all resource purchasing and manage decisions, such as the reassignment of staff time to other the journal collection development. tasks.94 During the study, an increase in electronic resourc- Morris and Larson described the complex issues es resulted in the need to hire an electronic resources encountered as their corporate research library moved from coordinator because of the complexity of licenses and acquiring print to leasing digital resources.89 They found time required to negotiate them. The study revealed the that the basic acquisition processes for electronic resources difficulty in controlling time and cost. It verified the need were much more complex, requiring the understanding of for standard data elements in acquisition records down to pricing models and the negotiation of licensing and access a granular level to reduce the time and effort needed to rights with societies, aggregators, and many publishers. The produce management reports. authors highlighted the need to update job descriptions and Alexander and Williams described the results of using staff skills to function effectively in the digital environment. an accelerated improvement workshop for their technical Ohler addressed one of the most pressing issues in services staff at Wichita State University.95 The focus of acquisitions management: how to successfully change the workshop was to reduce the processing time for mono- the functions of a print serials unit to effectively manage graphic acquisitions. The results of the workshop were electronic resources acquisition and maintenance.90 Using immediately beneficial—processing time for books from an extensive literature review to illustrate her perspective, receipt to shelf was reduced by ten days. The authors sug- Ohler detailed the complexities and risks of redesigning staff gested that other acquisitions workflows, such as approval responsibilities and tasks to meet the complex demands of book plans, vendor relations, and special projects, also could processing electronic resources. Ohler’s emphasis on the be improved by this method. challenge of organizational change further emphasized the Hepfer, Davis, and Waters’ chapter in Perspectives on importance of examining all library work in light of user Serials in the Hybrid Environment addressed the effect of needs. acquiring electronic resources on technical services units.96 Kulp and Rupp-Serrano surveyed twenty-four aca- The authors studied the State University of New York to demic library members of the Greater Western Library identify the need for additional support, training of staff, Alliance regarding the selection, funding, and workflow and implementing an ERM system. coordination of electronic resources acquisition.91 While the authors found broad common categorizations of patterns for selecting and funding electronic resources, coordinat- Conclusion ing the acquisition and processing tasks revealed a much less clear scenario. Perhaps because of a lack of standards Libraries are steadily shifting from print to electronic and technology to support managing electronic resources, resources. User demand, new technology, and financial sav- many of these libraries indicated that their workflows were ings will continue to drive this change. New pricing models expertise-based, relying on one or two individuals to manage for e-journals and e-books will continue to emerge. As print the acquisitions process. resources diminish, workflows will continue to be changed Fenner outlined key issues affecting technical ser- and technical services departments will continue to restruc- vices operations.92 Increased user expectations for electronic ture to support the new demands of the digital environment. resources; the complexity of acquiring and managing the As new forms of electronic resources appear, ERM systems emerging new electronic formats; training in the many and standards will continue to evolve to handle the growth systems required to acquire, process, and catalog these and effect of electronic resources. 240 Dunham and Davis LRTS 53(4)

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36. Susan Mueller, “Approval Plans and Faculty Selection: Are Library Administration & Management 18, no. 3 (Summer They Compatible?” Library Collections, Acquisitions & 2004): 146–54. Technical Services 29, no. 1 (2005): 61–70. 52. Ronald A. Gagnon, “Library/Vendor Relations from a Public 37. Keren Dali and Juris Dilevko, “Beyond Approval Plans: Library Perspective,” Journal of Library Administration 44, Methods of Selection and Acquisition of Books in Slavic and no. 3/4 (2006): 95–111. East European Languages in North American Libraries,” 53. Golnessa Galyani Moghaddam and Mostafa Moballeghi, “The Library Collections, Acquisitions, & Technical Services 29, no. Importance of Aggregators for Libraries in the Digital Era,” 3 (2005): 238–69. Interlending & Document Supply 35, no. 4 (2007): 222–25. 38. Jeffery M. Mortimore, “Access-Informed Collection 54. Rick Anderson, Buying and Contracting for Resources and Development and the Academic Library: Using Holdings, Services: A How-to-Do-It Manual for Librarians, How-to-Do- Circulation, and ILL Data to Develop Prescient Collections,” It Manuals for Librarians no. 125 (New York: Neal-Schuman, Collection Management 30, no. 3 (2005): 21–37. 2004). 39. John Gallagher, Kathleen Bauer, and Daniel M. Dollar, 55. David Ball, Managing Suppliers and Partners for the Academic “Evidence-Based Librarianship: Utilizing Data from All Library (London: Facet, 2005). Available Sources to Make Judicious Print Cancellation 56. Janet L. Flowers, “Specific Tips for Negotiations with Library Decisions,” Library Collections, Acquisitions & Technical Materials Vendors Depending upon Acquisitions Methods,” Services 29, no. 2 (2005): 169–79. Library Collections, Acquisitions, & Technical Services 28, no. 40. Ronadin Carey, Stephen Elfstrand, and Renee Hijleh, “An 4 (2004): 433–48. Evidenced-Based Approach for Gaining Faculty Acceptance 57. Mary M. Case, “A Snapshot in Time: ARL Libraries and in a Serials Cancellation Project,” Collection Management 30, Electronic Journal Resources,” ARL: A Bimonthly Report no. 2 (2005): 59–72. no. 235 (Aug. 2004): 1–10, www.arl.org/resources/pubs/br/asit 41. Katharine Treptow Farrell and Marc Truitt, “Defining .shtml (accessed Feb. 6, 2009). Functional Requirements for Acquisitions Records: Vendor 58. Richard K. Johnson and Judy Luther, The E-Only Tipping Metadata,” Library Collections, Acquisitions, & Technical Point for Journals: What’s Ahead in the Print-to-Electronic Services 28, no. 4 (2004): 473–87. Transition Zone (Washington, D.C.: Association for Research 42. Mary S. Laskowski, “Stop the Technology, I Want to Get Libraries, 2007), www.arl.org/bm~doc/Electronic_Transition Off: Tips and Tricks for Media Selection and Acquisition,” .pdf (accessed Nov. 25, 2008). Acquisitions Librarian 16, no. 31/32 (2004): 217–25. 59. Martha Kyrillidou and Mark Young, eds., ARL Statistics 43. Liz Chapman, Managing Acquisitions in Library and 2004–2005 (Washington, D.C.: Association for Research Information Services, rev. ed. (London: Facet, 2004). Libraries, 2006), www.arl.org/bm~doc/arlstat05.pdf (accessed 44. Rosann Bazirjian, Vicky Speck, and Beth R. Bernhardt, eds., Nov. 25, 2008). “Books and the Internet: Buying, Selling, and Libraries,” in 60. Chandra Prabha, “Shifting from Print to Electronic Journals Charleston Conference Proceedings 2004 (Westport, Conn.: in ARL University Libraries,” Serials Review 33, no. 1 (2007): Libraries Unlimited, 2006): 223–38. 4–13. 45. Dawn Amsberry, “Out-of-Print, Out of Mind? A Case Study 61. Linda L. Eells, “For Better or for Worse: The Joys and Woes of the Decision to Outsource Out-of-Print Acquisitions,” of E-Journals,” Science and Technology Libraries 25, no. 1/2 Library Collections, Acquisitions, & Technical Services 29, no. (2004): 33–53. 4 (2005): 433–42. 62. 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Conference and Council, Seoul, Korea, August 20–24, 2006), 49. Lucio Lubiana and Julia A. Gammon, “Bookselling—Book http://archive.ifla.org/IV/ifla72/papers/154-Mikkonen-en.pdf Buying: The European Perspective of the Online Market,” (accessed Feb. 14, 2009). Library Collections, Acquisitions, & Technical Services 28, no. 66. Joan E. Conger, Collaborative Electronic Resource 4 (2004): 373–96. Management: From Acquisitions to Assessment (Westport, 50. Narda Tafuri, Anna Seaberg, and Gary Handman, Guide to Conn.: Libraries Unlimited, 2004). Out-of-Print Materials, Acquisitions Guides no. 12 (Lanham, 67. Mircea Stefancu, Alex Bloss, and Jay Lambrecht, “All about Md.: Scarecrow; Chicago: Association for Library Collections DOLLeR: Managing Electronic Resources at the University & Technical Services, 2004). of Illinois at Chicago Library,” Serials Review 30, no. 3 (2004): 51. Helen Lam, “Library Acquisitions Management: Methods 194–205. to Enhance Vendor Assessment and Library Performance,” 68. Gregory K. Raschke and David G. Goldsmith, “Making the 242 Dunham and Davis LRTS 53(4)

Connections: An E-Matrix for Managing Resources in the Document Delivery from E-Licensed Journals,” Interlending Dis-integrated Library System,” (presentation, ACRL 12th & Document Supply 32, no. 2 (2004): 94–102. National Conference, Apr. 7–10, 2005, Minneapolis, Minn.), 83. Stephen Bosch, Patricia A. Promis, and Chris Sugnet, with con- www.lita.org/ala/mgrps/divs/acrl/events/pdf/goldsmith-etal05 tributions by Trisha Davis, Guide to Licensing and Acquiring .pdf (accessed Mar. 8, 2009). Electronic Information, ALCTS Acquisitions Guides no. 13 69. Marie R. Kennedy, “Dreams of Perfect Programs: Managing and Collection Management and Development Guides no. the Acquisition of Electronic Resources,” Library Collections, 13 (Lanham, Md.: Association for Library Collections & Acquisitions, & Technical Services 28, no. 4 (2004): 449–58. Technical Services with Scarecrow, 2005). 70. Diane Grover and Theodore Fons, “The Innovative Electronic 84. Karen Rupp-Serrano, ed., Licensing in Libraries: Practical Resource Management System: A Development Partnership,” and Ethical Aspects (Binghamton, N.Y.: Haworth, 2005). Serials Review 30, no. 2 (2004): 110–16. 85. Fiona Durrant, Negotiating Licenses for Digital Resources 71. Laura Galloway, “Innovative Interfaces’ Electronic Resource (London: Facet, 2006). Management as a Catalyst for Change at Glasgow University 86. Primary Research Group, The Survey of Library Database Library,” Serials Librarian 51, no. 1 (2006): 83–94. Licensing Practices (New York: Primary Research Group, 72. Laura Tull, “Electronic Resources and Web Sites: Replacing 2007). a Back-End Database with Innovative’s Electronic Resource 87. Vicki Grahame and Tim McAdam, Managing Electronic Management,” Information Technology & Libraries 24, no. 4 Resources, SPEC Kit no. 282 (Washington, D.C.: Association (Dec. 2005): 163–69. of Research Libraries, Office of Leadership and Management 73. Laura Tull et al., “Integrating and Streamlining Electronic Services, 2004). Resources Workflows via Innovative’s Electronic Resource 88. Mori Lou Higa et al., “Redesigning a Library’s Organizational Management,” Serials Librarian 47, no. 4 (2005): 103–24. Structure,” College & Research Libraries 66, no. 1 (2005): 74. Timothy D. Jewell et al., Electronic Resource Management: 41–58. Report of the DLF Electronic Resource Management Initiative 89. Kathleen Morris and Betsy Larson, “Revolution or Revelation? (Washington, D.C.: Digital Library Federation, 2004), www Acquisitions for the Digital Library,” Acquisitions Librarian .diglib.org/pubs/dlf102 (accessed June 23, 2009). 18, no. 35/36 (2006): 97–105. 75. Theodore A. Fons and Timothy D. Jewell, “Envisioning 90. Lila A. Ohler, “The Keys to Successful Change Management the Future of ERM Systems,” Serials Librarian 52, no. 1/2 for Serials,” Serials Librarian 51, no. 1 (2006): 37–72. (2007): 151–66. 91. Christina Kulp and Karen Rupp-Serrano, “Organizational 76. Pamela Bluh and Cindy Hepfer, eds. Managing Electronic Approaches to Electronic Resource Acquisition: Decision- Resources: Contemporary Problems and Emerging Issues Making Models in Libraries,” Collection Management 30, no. (Chicago: Association for Library Collections & Technical 4 (2005): 3–29. Services, 2006). 92. Audrey Fenner, “Fast Times in Technical Services: Challenges 77. Emilie Algenio and Alexis Thompson-Young, “Licensing and Opportunities,” Southeastern Librarian 53, no. 3 (2005): E-Books: The Good, the Bad, and the Ugly,” Journal of 30–37. Library Administration 42, no. 3/4 (2005): 113–28. 93. Daryl C. Youngman, “Process Flow Analysis in Academic 78. Stephen Bosch, “Using Model Licenses,” Journal of Library Libraries,” Technical Services Quarterly 24, no. 1 (2006): Administration 42, no. 3/4 (2005): 65–81. 37–44. 79. Min Chou and Oliver Zhou, “The Impact of Licenses on 94. David C. Fowler and Janet Arcand, “A Serials Acquisitions Library Collections,” Acquisitions Librarian 17, no. 33/34 Cost Study: Presenting a Case for Standard Serials Acquisitions (2005): 7–23. Data Elements,” Library Resources & Technical Services 49, 80. Timothy Shipe, “Travels into Several Remote Corners of no. 2 (2005): 107–22. the Information Universe: A Voyage to the Department of 95. Gwen Alexander and John H. Williams, “The Impact of the Houyhnhnmists, or, Licensing Issues and the Integrated an Accelerated Improvement Workshop on Ordering and Collection,” Acquisitions Librarian 17, no. 33/34 (2005): Receiving,” Library Collections, Acquisitions & Technical 25–34. Services 29, no. 3 (2005): 283–94. 81. Jim Stemper and Susan Barribeau, “Perpetual Access to 96. Cindy Hepfer, Susan Davis, and Daisy P. Waters, Electronic Journals: A Survey of One Academic Research “Transforming Technical Services Units to Accommodate Library’s Licenses,” Library Resources & Technical Services Electronic Resource Management,” in Perspectives on Serials 50, no. 2 (2006): 91–109. in the Hybrid Environment, ed. Harriet Lightman and John 82. Lynn N. Wiley, “License to Deny? Publisher Restrictions on P. Blosser (Chicago: ALA, 2007): 18–36. 53(4) LRTS 243

Author-Assigned Keywords versus Library of Congress Subject Headings Implications for the Cataloging of Electronic Theses and Dissertations

By C. Rockelle Strader

This study is an examination of the overlap between author-assigned keywords and cataloger-assigned Library of Congress Subject Headings (LCSH) for a set of electronic theses and dissertations in Ohio State University’s online catalog. The project is intended to contribute to the literature on the issue of keywords versus controlled vocabularies in the use of online catalogs and databases. Findings sup- port previous studies’ conclusions that both keywords and controlled vocabularies complement one another. Further, even in the presence of bibliographic record enhancements, such as abstracts or summaries, keywords and subject headings provided a significant number of unique terms that could affect the success of key- word searches. Implications for the maintenance of controlled vocabularies such as LCSH also are discussed in light of the patterns of matches and nonmatches found between the keywords and their corresponding subject headings.

he usefulness of controlled vocabulary has been debated for a number of T years. The question has come even more to the forefront with the popularity of online tools such as Google and the use of keywords as users’ primary search strategy. For libraries, the debate also centers on whether controlled vocabular- ies, such as Library of Congress Subject Headings (LCSH), are worth the time C. Rockelle Strader ([email protected]) (and associated expense) of assigning and adding to bibliographic records in is Catalog Librarian, The Ohio State catalogs and databases. Studies on the issue focus primarily on users as seekers University Libraries, Columbus. of information and examine keyword terms as used in searches. Few studies exist The author presented a report about this project to the Association for Library that examine the use of keywords assigned by authors of online documents. The Collections and Technical Services present study is intended to contribute to the literature on this issue of keywords Cataloging and Classification Research versus controlled vocabularies in online catalogs and databases. Interest Group at the American Library Association Midwinter Meeting in Denver, Colorado, January 25, 2009. Submitted February 27, 2009; returned Literature Review April 2, 2009 with request to revise and resubmit; resubmitted May 28, 2009; reviewed and accepted for publication Several studies have addressed the uses of controlled vocabulary versus keywords June 26, 2009. in users’ catalog searches. A representative selection will be reviewed here to 244 Strader LRTS 53(4)

provide context for the current project. Carlyle conducted the bibliographic record; this included 24.4 percent in the a study matching catalog users’ search terms with LCSH “no match” category. Further subjective examination deter- in which 47 percent of the search terms matched exactly.1 mined that within the remaining 426 descriptors, 342 (33.0 When including partial matches, word order variations, and percent of the sample) could be said to “slightly enhance” spelling variations, the figure rose to 74 percent. Only 5 the bibliographic record, and 241 (23.2 percent) could be percent of users’ search terms could not be matched at all. regarded as “considerably enhancing” it. Like Frost, Voorbij The remaining 21 percent were matches that required two concluded that title keywords and descriptors are comple- or more LCSH terms to cover the search term. In this study, mentary, noting that descriptors help to reduce irrelevant users’ searches were done through subject search fields, hits and boost precision as well as to group synonymous not general keyword searches, which were not available at terms.5 He further acknowledged that adding descriptors the time of the study. Carlyle concluded that a maximum is an expensive activity that must be subjectively weighed 74 percent match rate was not an acceptable performance against the value of precision and collocation. for LCSH and that further analysis of LCSH vis-à-vis user Gross and Taylor examined transaction logs of users’ language was needed. The study is important because it searches to see if controlled vocabulary provides additional defined levels of matching and called both for better match- keywords and consequently enhances both recall and preci- ing against cross-references and for making LCSH semanti- sion in keyword searches of a catalog.6 Findings indicated cally more flexible. an increase of up to 30 percent in the recall of relevant Frost investigated the utility of keywords taken from documents by the use of controlled vocabulary; about titles as “entry vocabulary” to subject searches by examining one-third of the keyword searches examined would have the degree of match between title keywords and controlled failed if the controlled terms had not been present. This vocabulary.2 Matches could be exact over the entire heading percentage is similar to that of the “no match” category in in direct order (11 percent of Frost’s sample), in any order Frost’s and Voorbij’s studies of title keywords and controlled (30 percent), exact main heading only (12 percent), exact in vocabularies.7 subdivision (5 percent), truncated variant in main heading Garrett studied the impact of adding subject headings (14 percent) or subdivision (1 percent), or no match at all to records in the Eighteenth Century Collections Online (27 percent). Thus matches of some type occurred in 73 database of full-text documents.8 Preliminary results indi- percent of the titles in her sample, leaving the remaining 27 cated that some 60 percent of searches would have failed if percent with no matches at all. Frost concluded that key- subject headings had not been present in the record. Terms, words and subject headings are complementary. such as “sanitation,” that are common now were not used Ansari replicated Frost’s study using medical disser- in the original documents and would not be retrieved with- tations written in Farsi.3 Her findings were very close to out the cross-reference structure provided by controlled Frost’s; 70.3 percent of Ansari’s terms were matches of some vocabularies. type and 29.7 percent did not match at all, compared to Little has been written about author-assigned key- Frost’s 73 percent and 27 percent, respectively. Ansari also words. Two studies touch on them: one by Kipp and one concluded that keywords and descriptors are complementa- by Gil-Leiva and Alonso-Arroyo.9 Kipp compared user ry and that keywords for which there is no matching descrip- tags with author-assigned keywords and indexer-assigned tor should be considered for addition to indexing lists. descriptors for 165 journal articles. Matching was done Voorbij conducted a study of title keywords and subject on a hierarchical scale (similar to Voorbij’s) of thesaural descriptors using somewhat different criteria for com- relationships, including same, synonym, broader term, nar- parison.4 His focus was on comparing the descriptors to the rower term, related but not in thesaurus, and not related. keywords rather than comparing keywords to descriptors. The focus of the study was on user tags and did not break His aim was to determine how well subject descriptors out statistics specifically related to author-assigned keyword enhanced bibliographic records. The comparison defined matches. In this study, 44.5 percent of all terms fell into matches in thesaural or semantic terms instead of using the category of “related but with some ambiguity in the Frost’s more literal use of LCSH construction (i.e., main relationship . . . as well as relationships that were not for- headings and subdivisions) and spelling. Voorbij categorized mally in the thesaurus.”10 Kipp concluded that tags, as well the results as exact match, synonym, broader term, narrower as keywords and descriptors, can be valuable as additional term, related term, some relation but difficult to determine, access points. and no match. The first three categories, constituting 59.6 Gil-Leiva and Alonso-Arroyo performed a matching percent of the results (629 of 1055 descriptors), were not study of author-assigned keywords and indexer-assigned considered enhancements to the record. The remain- descriptors for journal articles in four databases.11 This ing 426 descriptors (40.4 percent) were examined for the study found an average of 24.59 percent for exact matches degree to which they enhanced the bibliographic record. of keywords with descriptors and up to 45.66 percent when Initially all 426 were considered as “possibly enhancing” adding “normalized” matches (terms similar in meaning). 53(4) LRTS Author-Assigned Keywords versus Library of Congress Subject Headings 245

By inference, some 54 per- cent of the keywords did Table 1. Categories of Match not match, a far greater Exact Match Exact match rate of nonmatch than that Exact match of cross-reference found in the studies related above. The authors con- All Present All present, but not in exact order cluded that keywords are All present, but not in exact order, in cross-reference valuable sources of infor- Partial Match Partial match mation for indexers. Partial match of cross-reference The debate between Needs 2 LCSH KW covered by 2 LCSH, but if either LCSH were missing there would be only partial match controlled vocabularies and Part of KW in main LCSH, while remainder is covered by cross-reference of another LCSH keywords may be framed in KW covered by cross-references of 2 LCSH terms of the issues involved with the formation (and Variant Variant, separated from “n” to accommodate possibility of truncation, etc. Variant of cross-reference subsequent maintenance) Variant is abbreviation (e.g., chemical symbol such as CO2 for carbon dioxide) of new controlled terms for use by catalogers and the No Match No match/not present use of uncontrolled terms by users. As noted above, keywords may be used as guides for the creation of con- nificantly more relevant terms that may increase the trolled terms, which could affect the maintenance of con- likelihood of their respective ETDs being found? trolled vocabularies such as LCSH. LCSH is maintained • Likewise, how many LCSH are unique within their on the principles of “literary warrant.” Historically, literary respective bibliographic records; that is, how many warrant for LCSH meant that terms were derived from LCSH are assigned for which there are no corre- the materials held by the Library of Congress and has sponding author-assigned keywords? Do LCSH add since been expanded to include contributions by Subject significantly more unique terms that may aid in the Authority Cooperative (SACO) member libraries.12 The retrieval of the ETDs to which they are assigned? standard for controlled vocabularies, ANSI/NISO Z39.19- • What are the implications for the way LCSH is used? 2005, states that “the word or phrases chosen should match What conclusions may be drawn regarding the con- as closely as possible the prevailing usage in the domain’s struction or maintenance of LCSH? literature.”13 Contrasting literary warrant is “user warrant,” which is defined by the ANSI/NISO standard as “generally Answers to these questions may corroborate the results of reflected by the use of terms in requests for information the studies related above and may further be used to draw on the concept or from searches on the term by users of conclusions regarding the use of both cataloger-assigned an information storage and retrieval system.”14 The ANSI/ terms and author-assigned keywords for enhancing catalog NISO standard presents literary warrant and user warrant as searches. complementary guiding principles for turning keywords into The current project’s data set consisted of 285 eligible controlled terms on the basis of current literature as well as ETDs submitted by Ohio State University (OSU) doctoral the use of terms by users who may or may not be familiar candidates to the OhioLINK ETD Center and their associ- with the discipline in which they are seeking information. ated bibliographic records in OSU’s online catalog. Eligible titles were those for which automatic e-mail notification of availability was received by catalogers in OSU Libraries’ Research Method Cataloging Department between June 1 and October 31, 2005, had author-assigned keywords, and had full text avail- This study investigated the following questions: able at the time of cataloging. The cataloging of these titles was finished in 2006. Following interruptions due to a major • How well do author-assigned keywords match LCSH building renovation, data collection and analysis were con- (either the established heading or a “see from” refer- ducted in late 2007 through mid-2008. ence)? The data were collected by visual inspection of the • Conversely, how well do LCSH match keywords metadata page for each eligible ETD in the OhioLINK used by authors of electronic theses and dissertations ETD Center and its bibliographic record in OSU Libraries’ (ETDs)? online catalog, as well as the authority record for each • How many keywords are unique to their respective LCSH as found through OCLC’s Connexion Client. These bibliographic records? Do these keywords add sig- data included the author-assigned keywords in the ETDs, 246 Strader LRTS 53(4)

LCSH supplied in the bibliographic records, and “see from” references as Table 2. Average, Mode, Maximum, and Total Keywords and LCSH Per Title indicated in the authority files. The Average Mode Max Total data were recorded in Excel spread- sheets for collocation, counting, and KW/title 5.9 5 57 1681 comparisons. A total of 1,681 author- assigned keywords and 1,181 LCSH LCSH/title 4.1 4 13 1181 terms were collected. To address the research ques- tions presented earlier, the collected Table 3. Raw Counts of Keywords and LCSH Matches keywords and associated LCSH terms were assessed to answer the following Raw Counts of Keywords working questions: Category Number

• How many keywords exactly Keyword exactly matched by LCSH 333 matched LCSH, that is, could be Keyword exactly matched only in LCSH cross-references (4xx in authority 90 placed in the 600, 610, 611, 650, record) or 651 MARC fields (fields for All keywords in LCSH but not exact word order 50 controlled vocabulary)? • How many keywords were LCSH All keywords only in LCSH cross-references but not in exact order 7 “see from” references? Keyword partially matched by LCSH 365 • How many keywords could or Keyword partially matched only in LCSH cross-references 50 could not be converted to LCSH, that is, could be placed only in a All keywords covered by 2 LCSH 26 653 field (field for uncontrolled All keywords covered by 2 LCSH including cross-references 10 terms)? • How many LCSH terms had All keywords covered only in cross-references of 2 LCSH 2 or did not have corresponding Variant form/spelling of keywords found in LCSH 145 author-assigned keywords? • How many keywords and LCSH Variant form/spelling of keywords found in LCSH cross-references 8 terms could or could not be Variant is an abbreviation (e.g., chemical symbol) 14 matched to corresponding words Keyword not matched or covered in any form 581 in titles and abstracts? Total 1,681

To categorize and codify the data, Raw Counts of LCSH the categories of match in table 1 were used. Where more than one Category Number interpretation existed of how a key- LCSH exactly matched keyword 347 word could be matched with a corre- sponding LCSH and vice versa, a rule Cross-reference exactly matched keyword 84 was established to prefer the category LCSH completely covered keyword but not in exact order 47 of match in the order (top to bottom) Cross-reference completely covered keyword but not in exact order 6 shown in table 1. LCSH partially matched keyword 324

Cross-reference partially matched keyword 43 Results and Discussion LCSH is/contained variant of keyword 119

The results of the comparisons of LCSH is/contained abbreviation of keyword 9 keywords and LCSH with each other Cross-reference is/contained variant of keyword 6 and the matching of both in titles and abstracts yielded some patterns LCSH did not match any keyword 196 as well as several differences. As Total 1,181 noted in the previous section, the 53(4) LRTS Author-Assigned Keywords versus Library of Congress Subject Headings 247

total number of keywords was 1,681 and the total number of LCSH was 1,181. The average number Table 4. General Categories of Keyword Matches to LCSH of keywords per title was 5.9 (mode, 5), while the average number of LCSH per title was 4.1 (mode, Keywords Matched to LCSH (including cross-references) 4). However, there was a stark contrast between Category % the maximum number of keywords (57) that were Keyword matched exactly by LCSH 25.16 assigned to a title and the maximum number of LCSH (13); see table 2. Keyword matched, but not in order (single heading) 3.39 Table 3 shows the raw counts of keyword Keyword matched, but not in order (needing two LCSH) 2.26 and LCSH matches. The percentages of the six broad categories—exact match, all present (in a Keyword partially matched 24.69 single heading), all present (needing two LCSH), Keyword were variant forms 9.93 partial match, variants, and no match—of key- Keyword not found in LCSH at all 34.56 word matches to LCSH are presented in table 4 and include the matches to cross-references, Total 99.99* to more than one LCSH, and to abbreviations. Keywords Matched to LCSH Cross-References Only (4xx) Tables 3 and 4 summarize the data that address the issue of how well author-assigned keywords Category % match LCSH and serve to answer the first three Keyword matched cross-reference exactly 5.35 working questions, that is, how many keywords Keyword matched cross-reference in any order 0.42 matched LCSH, how many keywords matched only cross-references, and how many keywords Keyword partially matched cross-reference 2.97 did not match LCSH. A total of 44.49 percent Variant of keyword matched cross-reference 0.48 of the author-assigned keywords did not match cataloger-assigned LCSH (34.56 percent had no Keyword covered by 2 LCSH, in one or both cross-reference 0.71 matches; 9.93 percent were variant forms); see Total % of keyword matches in any form to LCSH cross- 9.93 table 4. references One explanation for the large percentage of * Does not equal 100% because of rounding. terms not covered by cataloger-assigned LCSH is that LCSH has not kept up with current research. This issue of maintenance has been a recur- Table 5. General Categories of LCSH Matches to Keywords ring criticism of LCSH over the years.15 LCSH typically are established from evidence of a new LCSH Heading Matched to Keywords topic found in the piece in hand, that is, from Category % literary warrant. This is usually a monograph in hand, since articles and chapters are generally not LCSH matched keyword exactly 36.49 cataloged.16 However, in some disciplines, such as LCSH matched keyword, not in order 4.49 the physical sciences and medicine, the journal LCSH partially matched keyword 31.08 literature is the primary publication environ- ment for new research, and dissertations in those LCSH was variant form 11.34 fields could be among the first comprehensive LCSH did not match any keywords 16.60 monographic treatments of a topic that has been otherwise extensively discussed. Total 100.00 Further, the distinction is becoming blurred LCSH Cross-References Matched to Keywords as articles and chapters are added to bibliograph- Category % ic databases such as WorldCat. Although these resources are placed in research databases to aid LCSH cross-reference matched keyword exactly 7.11 discovery, they usually are not formally cataloged LCSH cross-reference matched keyword, not in order 0.51 and thus are not considered as sources for new controlled terms. Yet they typically contain cur- LCSH cross-reference partially matched keyword 3.64 rent terms of the disciplines in which they are LCSH cross-reference was variant 0.51 written and which may or may not be familiar to Total % of LCSH cross-references matched to keywords 11.77 users who need those resources. These terms are 248 Strader LRTS 53(4)

uncontrolled keywords that users may be likely to search different need for the maintenance of LCSH. This implica- on first. This use of terms for the purpose of searching is tion corroborates Carlyle’s conclusion about the need for the essence of user warrant.17 As full-text access to articles the maintenance of cross-references to reflect changing user and chapters becomes increasingly easier and ubiquitous, language.18 should these resources be considered as valid sources for The large nonoverlap also could imply that some controlled terms? keywords may be spurious or not topical in nature. For Another explanation for the unmatched keywords could example, one keyword that was used, “MD/PhD,” does not be the use of different terminology for similar concepts, an describe the topic of the document, but rather the type of issue not examined in this study. In other words, a match degree program in which the author was enrolled. may not have occurred because of a lack of cross-reference Other keywords, such as “grounded theory,” may not in a related or semantically equivalent term, implying a have been matched because of the cataloger’s judgment of the relevance of the term to the topic of the given ETD. The Table 6. Keyword and LCSH Matches in Title and Abstract cataloger may have considered such terms to be methodological Keyword Matches in Title and Abstact and not topical. However, in some Category % in Title % in Abstract cases discussion related to such terms in the document was sig- Keyword exactly matched 26.23 54.61 nificant, and the terms in question could be seen to warrant inclusion Keyword matched, but not in order 2.8 10.11 in the bibliographic record. Keyword partially matched 16.06 15.94 The question of how well LCSH terms match keywords Variant of keyword 11.12 8.74 used by ETD authors was also Keyword not present at all 43.78 10.59 addressed by the first three work- ing questions as well as the specif- Total* 99.99 99.99 ic working question of how many LCSH Base Matches in Title and Abstract LCSH did or did not have cor- responding author-assigned key- Category % Base in Title % Base in Abstract words. The data to address these LCSH exactly matched 14.14 26.84 questions are presented in table 5, which shows the broad categories LCSH matched, but not in order 2.12 10.75 of LCSH matches to keyword. The LCSH partially matched 21.42 16.93 bottom half of the table shows the LCSH cross-reference matches to Variant of LCSH 12.36 14.39 keyword. LCSH not present at all 49.96 31.08 As shown in table 5, 36.49 percent of the cataloger-assigned Total* 100.00 99.99 LCSH matched author-assigned LCSH Subdivision Matches in Title and Abstract keywords exactly and only 16.60 percent did not match any key- Category % Subdivision in Title % Subdivision in Abstract words while 31.08 percent were LCSH subdivision exactly matched 15.14 31.13 partial matches and 11.34 percent were variant forms of the key- LCSH subdivision matched, but not in 0 3.62 words. The low total of variant order matches and nonmatches could LCSH subdivision partially matched 10.66 17.06 imply that keywords are used to guide the catalogers’ assignment Variant of LCSH subdivision 6.4 8.96 of LCSH, consistent with the find- LCSH subdivision not present at all 67.8 39.23 ings of Ansari, and Gil-Leiva and Alonso-Arroyo.19 Keywords, as Total 100.00 100.00 assigned by the authors, could be * Some totals do not equal 100% because of rounding. seen to reflect the current use of 53(4) LRTS Author-Assigned Keywords versus Library of Congress Subject Headings 249

terms in a field and can be used as points of entry for both users and catalogers. Where keywords can be translated Table 7. Selections from 57 Author-Assigned Keywords from One Document into existing LCSH, the controlled vocabulary and cross- reference structure can then allow for meaningful sorting artists of picture books picture books in art education and organization (or “triage,” as Sclafani describes it) of artists of picturebooks picture books in education search results.20 In light of the professed advantages of cross-references, design picture book design however, the effect of cross-references in this study was the history of design picturebook design not as great as expected, although still noticeable. The total percentage of keyword matches in any form to LCSH how picture books work the postmodern in picturebooks cross-references was 9.93 percent (table 4), while the total how picturebooks work the postmodern in picture books percentage of matches of LCSH cross-references to corre- sponding keywords was 11.77 percent (table 5). illustration the post modern in picture books To answer the final working question (regarding unique- the history of illustration text and image ness of terms within the bibliographic record), data were collected on the presence of the keywords and subject meaning in picture books text and image relationships headings in their respective titles and abstracts. As with the meaning in picturebooks the history of children’s literature keyword to LCSH matching procedure, exact and partial matches were counted as well as singular and plural dif- ferences and other variants that could affect user-search of the time, while cataloger-assigned LCSH exactly matched results. However, the LCSH matching procedure was varied only 26.84 percent of abstract words. Keyword nonmatches for this portion of the study. In the previous parts of the occurred 10.59 percent of the time, and cataloger-assigned study, base terms and subdivision strings were kept together, LCSH nonmatches occurred 31.08 percent of the time. but for this part of the study the base terms and subdivisions Put another way, only about one-tenth of the keywords and were treated separately. This was done for two reasons. roughly one-third of the assigned LCSH are unique to the First, subdivided LCSH are not natural language phrases bibliographic records. This result corroborates Gross and as keyword phrases were in this population of documents; Taylor’s findings in which more than one-third of the user exact matches over entire subdivided LCSH did not occur. searches that they examined would have failed if LCSH Second, most of the assigned LCSH (712, or 60.29 percent) were not present in the records found.21 In terms of the were not subdivided; that is, they were base terms only, and discoverability of bibliographic records, the use of LCSH consequently the subdivisions were separated out to allow significantly complements keywords by providing further for the collocation of the data across all collected base terms. unique terms for searching and matching, even in the pres- The percentages for the subdivisions are derived from the ence of enhancements such as abstracts. remaining 469 LCSH (39.71 percent) that contained them. The data gathered in this study suggest that authors Table 6 shows the percentages of matches that were found performed rather effectively (when compared to assigned in titles or abstracts. LCSH) in providing relevant keywords. A total of 65.44 While conducting this study, the investigator learned percent of author-assigned keywords matched exactly, par- that ETD authors were discouraged from using or relying tially matched, or were variant forms of LCSH. Indeed, on the titles of their works when selecting keywords. The as noted above in relation to table 5, only 16.60 percent degree to which this practice affected the results is unknown. of the cataloger-assigned LCSH did not have correspond- The fact that 43.78 percent of the keywords had no match in ing author-assigned keywords. Authors, however, were the title and another 11.12 percent had only a variant match not always concise about assigning keywords. One author may reflect this instruction. Conversely, no correlation may assigned 57 keywords (the maximum noted in table 2), many exist. This possibility is consistent with the finding that 49.96 of which are redundancies to capture variants. Table 7 shows percent of assigned LCSH were not matched in the title and a sample of these redundancies found in that record. One 12.36 percent were present as a variant. Further, titles are could consider this as an exemplar to demonstrate the value inherently limited in wording, and consequently contain a of controlled vocabulary. restricted number of words that could be repeated in key- words and LCSH assigned to the work A notable result occurred when keywords and LCSH Conclusion were matched against abstracts, which are included in the bibliographic records for OSU ETDs. Author-assigned key- In this study, LCSH demonstrated their potential to provide words exactly matched words in the abstract 54.61 percent unique access points for approximately one-third of searches, 250 Strader LRTS 53(4)

even in the presence of bibliographic enhancements such as 7. Frost, “Title Words as Entry Vocabulary to LCSH”; Voorbij, abstracts. Keywords provide a similar benefit, although not “Title Keywords and Subject Descriptors.” as strong, since they more often duplicate terms that appear 8. Jeffrey Garrett, “Subject Headings in Full-Text Environments: in abstracts. Abstracts in the bibliographic records for ETDs The ECCO Experiment,” College & Research Libraries 68, are the norm for the OSU online catalog, but elsewhere no. 1 (Jan. 2007): 69-81. 9. Margaret E. I. Kipp, “Complementary or Discrete Contexts this is likely not the case. Consequently, both LCSH and in Online Indexing: A Comparison of User, Creator, and keywords provide significant numbers of unique terms that Intermediary Keywords,” Canadian Journal of Information may increase the discoverability of ETDs in a catalog where and Library Science 29, no. 4 (Dec. 2005): 419–36; Isidoro abstracts are not present. Evidence of this can be seen by the Gil-Leiva, and Adolfo Alonso-Arroyo, “Keywords Given by number of nonmatches (i.e., unique terms) in the title-only Authors of Scientific Articles in Database Descriptors,” comparisons of LCSH (49.96 percent) and keywords (43.78 Journal of the American Society for Information Science and percent). LCSH has the added benefit of collocating ETDs Technology 58, no. 8 (June 2007): 1175–87. with like materials in other formats in the catalog. 10. Kipp, “Complementary or Discrete Contexts in Online The currency of research as found in dissertations rep- Indexing,” 429. resents a challenge to controlled vocabularies such as LCSH. 11. Gil-Leiva and Alonso-Arroyo, “Keywords Given by Authors of Scientific Articles in Database Descriptors,” 1176. Literary warrant, as it is currently practiced, makes it difficult 12. Library of Congress, Cataloging Policy and Support Office, for such systems to keep up with the pace of new research. Library of Congress Subject Headings: Pre– vs. Post– Keywords may compensate for this lagging behind, which Coordination and Related Issues (Washington, D.C.: Library is inherent in the maintenance of controlled vocabularies, of Congress, 2007): 3, www.loc.gov/catdir/cpso/pre_vs_post by serving as entry points into the catalog and as guides for .pdf (accessed Feb. 25, 2009). the assignment of controlled terms that have already been 13. National Information Standards Organization (NISO), established. This study corroborates the findings of much Guidelines for the Construction, Format, and Management of of the research on controlled vocabulary and uncontrolled Monolingual Controlled Vocabularies (Bethesda, Md.: NISO, keywords, showing that they are complementary tools for 2005): 16. helping users find the materials that they need. 14. Ibid. 15. In addition to Carlyle, “Matching LCSH and User Vocabulary in the Library Catalog,” see, for example, Hope O. Olson and References and Notes John J. Boll, Subject Analysis in Online Catalogs, 2nd ed. 1. Allyson Carlyle, “Matching LCSH and User Vocabulary in the (Englewood, Colo.: Libraries Unlimited, 2001): 40; Library Library Catalog,” Cataloging & Classification Quarterly 10, of Congress Subject Headings. no. 1/2 (1989): 37–63. 16. NISO, Guidelines for the Construction, Format, and 2. Carolyn O. Frost, “Title Words as Entry Vocabulary to LCSH: Management of Monolingual Controlled Vocabularies, 16; Correlation between Assigned LCSH Terms and Derived Library of Congress Subject Headings, 4; Birger Hjørland, Terms from Titles in Bibliographic Records with Implications “Literary Warrant (and Other Kinds of Warrant),” (Aug. for Subject Access in Online Catalogs,” Cataloging & 20, 2008), www.db.dk/bh/Lifeboat_KO/CONCEPTS/literary Classification Quarterly 10, no. 1/2 (1989): 165–79. _warrant.htm (accessed Feb. 25, 2009). 3. Mariam Ansari, “Matching Between Assigned Descriptors 17. NISO, Guidelines for the Construction, Format, and and Title Keywords in Medical Theses,” Library Review 54, Management of Monolingual Controlled Vocabularies, 16. no. 7 (2005): 410–14. 18. Carlyle, “Matching LCSH and User Vocabulary in the Library 4. Henk J. Voorbij, “Title Keywords and Subject Descriptors: Catalog.” A Comparison of Subject Search Entries of Books in the 19. Ansari, “Matching Between Assigned Descriptors and Title Humanities and Social Sciences,” Journal of Documentation Keywords in Medical Theses,” 414; Gil-Leiva and Alonso- 54, no. 4 (Sept. 1998): 466–76. Arroyo, “Keywords Given by Authors of Scientific Articles in 5. Frost, “Title Words as Entry Vocabulary to LCSH.” Database Descriptors,” 1179. 6. Tina Gross and Arlene G. Taylor, “What Have We Got to 20. Fredrick Sclafani, “Guest Essay: Controlled Subject Heading Lose? The Effect of Controlled Vocabulary on Keyword Searching Versus Keyword Searching,” Technicalities 19, no. Searching Results,” College & Research Libraries 66, no. 3 9 (Oct. 1999): 15. (May 2005): 212–30. 21. Gross and Taylor, “What Have We Got to Lose?” 223. 53(4) LRTS 251

Notes on Operations Can Blogging Help Cataloging?

Using a Blog and Other Web 2.0 Tools to Enhance Cataloging Section Activities

By Sherab Chen

In response to the ongoing conversation about Library 2.0, which has focused on user participation and emphasizes efficiency in delivering library services to users, this paper draws attention to a practical application in technical services: using Web 2.0 tools to enhance performance in the cataloging department. From his position as the coordinator for non-Roman cataloging in a large academic library, the author shares his experience using a blog and other Web 2.0 tools to improve section management and professional activities.

“More important than what we do is how we do it.” —Anonymous

“If a craftsman wants to do good work, he must first sharpen his tools.” —Confucius

he concept of Web 2.0 has attracted wide attention from librarians, whose T primary focus has been on instruction and user services. The evolution of the technology of social networking has transformed the operation of information services and resource sharing. Library 2.0, part of the larger 2.0 movement, focuses on user participation and stresses efficiency in the delivery of library services to users. Numerous scholarly discussions about using Web 2.0 applications to improve the library’s public services have been published, and representative examples are described below. Libraries’ open public access catalogs (OPACs) have been tar- geted for change in order to better match users’ expectations about finding infor- mation. While several important articles merit further discussion, the participation of technical services librarians in the Library 2.0 conversation, especially in terms of how technical services librarians are taking advantage of Web 2.0 tools to solve their daily challenges, has received little attention. To address this absence, the author will explore the use of Web 2.0 tools in a technical services setting.

Literature Review Sherab Chen (sherabchen@gmail .com) is Assistant Professor, Cataloging To illustrate the concept of the Web as a platform, O’Reilly diagramed a Web 2.0 Department, The Ohio State University Libraries, Columbus. “meme map” in which he construed Web 2.0 with several strong advocates, such The author would like to express his as “services, not packaged software,” “participation, not publishing,” “tagging, thanks to Beth M. Whittaker for her com- not taxonomy,” and “an attitude, not a technology.”1 Miller set forth the concept ments and suggestions. of Library 2.0 in a timely article titled “Web 2.0: Building the New Library” by Submitted March 1, 2009; tentatively applying Web 2.0 principles “Web 2.0 + Library = Library 2.0?”2 He saw Web accepted pending revision April 4, 2009; revision submitted June 1, 2009 and 2.0 as “a convenient label upon which to hang a range of concepts,” and claimed accepted for publication. “there is much of value with which libraries should be seeking to engage.” Though 252 Chen LRTS 53(4)

“participation [in Web 2.0] is often Research Libraries, including CIC) of Functional Requirements for seen to be on the part of end-user,” he websites as subjects to validate their Bibliographic Records (FRBR) with argued, “for libraries and associated four study parameters for evaluating the semantic Web technology.15 At the organizations . . . there is equal scope cataloging department websites, name- same time, “the role of cataloger is for participation.”3 ly, accessibility, design and structure, still in transition,” as El-Sherbini sum- Casey and Savastinuk explained internal documentation, and external marized in a review of recent scholarly what makes a service Library 2.0.4 In resources.11 Perceiving that “cataloging works on cataloging and classification, their words, “Any service, physical or is a dynamic and constantly evolving “and research in this area demonstrat- virtual, that successfully reaches users, field,” and “thus, catalog[ing] depart- ed a definite shift from performing is evaluated frequently, and makes ment Web sites must undergo periodic cataloging to a greater focus on man- use of customer input is a Library 2.0 assessments or evaluations to deter- agement and creating metadata.”16 service. Even older, traditional services mine if updates or revisions are nec- At the section management can be Library 2.0 if criteria are met. essary,” the authors emphasized that level, a supervising librarian needs Similarly, being new is not enough to “the efficiency, effectiveness, and user- to adjust the section’s workflow so it make a service Library 2.0.”5 friendliness of any Web site are the key can continue to be productive in this Surprisingly, although much has factors that determine its success or time of change. The process of hir- been published recently on Library performance.”12 Their findings indicate ing and training new staff becomes 2.0, little has been written on how that “considerable effort is required to constant and more challenging, since Library 2.0 principles are being adopt- maintain and update [library technical an increasing number of staff have ed in technical services operations.6 services] Web sites (57.5 percent of the become temporary or nontraditional. Some articles have addressed library subject Web sites updated within the The technical services librarian also technical services websites, but the last three month of study).”13 participates in committee service and examples studied had few or none of The 2008 Ohio Library Council may conduct research if in a tenure- the interactive features that define Technical Services Retreat, “Choosing track position. Ways to ease manage- Library 2.0. In her investigation of Our Tools for Tomorrow,” is one of ment are necessary, as are alternative twenty academic libraries’ technical only a few venues in which participants approaches to better manage mul- services webpages, Groves observed have explored Web 2.0 in the technical tiple responsibilities. Simultaneously, that “the 21st century technical servic- services environment, and it included empowering staff and promoting lead- es librarian has access to a plethora of several presentations on using Web ership are significant parts of accom- electronic and online work tools from 2.0 tools. Among these presentations, plishing the library’s mission. To be which to choose to complete daily Gray shared his experiences of using proactive is to be more adaptable tasks.”7 She pointed out, however, that Web 2.0 tools to increase effectiveness for success. Equipping oneself with “while authors focus significantly on in staff training and pointed out the innovative tools, including Web 2.0 the public services aspect of online key concepts in Web 2.0, that is, the and associated social-networking tools tools, such as databases and Web sites, focus on the “behavior rather than the applications, can be beneficial. few articles exist concerning the new actual tools.”14 Diversification is a reality in today’s methods technical services librar- fast-changing cataloging taskforce. ians are employing to complete their The accessibility and usability of tasks.”8 She discovered “very little con- A Field in Transition cataloging documentations need to sistency among the 10 libraries that be reconsidered in the context of the have Web pages dedicated to online Responsibilities in today’s library tech- emergence of more non-traditional tools.”9 nical services operations, especially type of employment in cataloging. Mundle, Zhao, and Bangalore, cataloging, are undergoing tremendous Documentation made for professional on the other hand, dedicated a study changes in both theory and practice. staff may not be easy to use for less to evaluating cataloging depart- The new cataloging code, Resource experienced or paraprofessional ment websites within the consortium Description and Access (RDA), is part employees. Therefore, documentation of the Committee on Institutional of an ongoing effort to improve cata- needs to be more practical and allow Cooperation (CIC) libraries.10 loging standards to address the rapidly more fluidity. Compiling guidelines Following up that study, Mundle, evolving digital environment. To speed that are targeted to specific users and Huie, and Bangalore made further up the process of bringing meaning- bringing supporting documentation to efforts by selecting a larger group of ful library content out of the hidden where people really need it provide research libraries (eighty-seven mem- Web, researchers such as Gradmann a fundamental rationale for taking a ber libraries of the Association of have recommended an integration Web 2.0 approach. 53(4) LRTS Can Blogging Help Cataloging? 253

Why Employ Web 2.0 Tools in technology,” among which the most the cataloging workflow of Chinese, Technical Services? important is that “the library invites Japanese, Korean, and Turkish materi- participation.”20 als is handled solely by student employ- The point of engaging Web 2.0 tools As Dye pointed out, “collaboration ees. They are considered nontraditional is simple: to maximize efficiency and in the office isn’t anything new, but a employees because improve quality in a collaborative number of digital content tool devel- environment. To demonstrate this opers have realized that corporate • they do not have any prior library point, consider the idea of Web 2.0 communication is content in its own science disciplinary training; itself as expressed by people working right. This means that, like effective • few of them have had lib- in collaboration. Two revisions of the intranets, the work process needs to be rary working experiences be- opening statement on the Web 2.0 easy for workers to initiate and man- fore coming to the cataloging article from Wikipedia were captured age on their own in order to encourage department; in February 2009: participation and interaction.”21 This is • their working hours are ir- why “static corporate intranets, crowd- regular. Student employees The term “Web 2.0” de- ed with indexes, files, and folders, are arrange their hours around scribes the changing trends being infiltrated by a host of web- their class schedule; and in the use of World Wide based applications designed to make • their job terms vary and are Web technology and web them more dynamic and interactive.”22 seasonal. design that aim to enhance The rapidly evolving nature of libraries creativity, communications, and the work of technical services sug- Managing these employees is secure information sharing, gest that Web 2.0 tools are exceedingly therefore different than managing collaboration and functionality appropriate to exploit. regular staff because training is of the web.17 ongoing and job assignments require readjustment over time. The term “Web 2.0” refers to a The Ohio State University The section coordinator is respon- perceived second generation Library Environment sible for several duties, including of web development and streamlining workflows, setting pri- design, that aims to facilitate The Non-Roman Cataloging Section orities, hiring and training new staff, communication, secure infor- in the Ohio State University Libraries’ and troubleshooting. In addition, he mation sharing, interoper- (OSUL) Cataloging Department is participates in higher-level profes- ability, and collaboration on responsible for cataloging materials in sional activities such as the national the World Wide Web. Web all formats that are published in non- Name Authority Cooperative Program 2.0 concepts have led to the Roman scripts, including East Asian (NACO), library committee services, development and evolution (Chinese, Japanese, and Korean), and research. of web-based communities, Middle Eastern (Arabic and Turkish), Three aspects of the work hosted services, and app- and Slavic (Russian and Ukrainian). environment led the section lications; such as social- The section works closely with sub- coordinator to seek more effective networking sites, video- ject specialists and librarians in branch ways to manage, communicate with, sharing sites, wikis, blogs, and libraries possessing non-Roman collec- and support the section staff in their folksonomies.18 tions. The workflow is maintained by work and development: one coordinator librarian (referred to This language resonates with as the “section coordinator” hereafter), • The workflow is highly varied librarians, since the goals enumerated two full-time cataloging staff, and ten and complex in terms of parallel the goals of libraries. Lankes, to fifteen student employees. The languages, formats, corporate Silverstein, and Nicholson, in their student employees include a graduate and local cataloging conventions, essay on libraries as conversation and administrative assistant (GAA, a twelve- interfaces, and changes in the participatory role in librarianship, month 50 percent appointment with a cataloging procedures. acknowledged that “the Internet stipend and tuition waiver), hourly paid • Most supporting staff are non- and newer tools that empower the students, and work-study students. traditional employees. users seem to be aligned with the Student employees are considered an • The supervising librarian as- library mission.”19 They suggested important group of the workforce, sup- sumes multiple roles in sec- that librarians should “focus on the plementing full-time staff at OSUL. In tion management, training, and phenomena made possible by the the Non-Roman Cataloging Section, other professional activities. 254 Chen LRTS 53(4)

Web 2.0 Use in the OSUL allocate space for individual operating uniformity and certain functionalities. Non-Roman Cataloging units at the end of November 2006, The section decided to use the same Section the section blog (http://library.osu product that OSUL implemented .edu/blogs/nonromancat) was officially because the implementation of As the section coordinator, the author moved to the library’s weblog site. a blog is a great improvement to has used a number of Web 2.0 tools The section blog is maintained the library website and the section to address the challenges of a varied mainly by the section coordinator, wanted to maintain harmony with and complex workflow, a large number with contributions from other staff this development. Some key features of nontraditional employees, and the and student assistants. It is frequently that the product offers are especially many demands on a manager working updated, and new guidelines can easily important in designing and making the in a demanding environment with be added to meet cataloging policy and section blog functional: competing responsibilities. These procedures changes. Finally, the blog is tools include a blog, Google Docs and embedded into the section homepage • Full user registration and Google Calendar, Delicious (http:// to promote awareness. Switching the multiple authors. This feature delicious.com, a social bookmarking center of workspace from a static allows more control over the tool), Flickr (www.flickr.com, an online website to a blog achieved the goal creation and visibility of blog photo sharing tool), and a wiki. Each of of timely updates and autonomous entries and comments. At the these tools will be discussed along with management. The blog serves to break same time, it is also beneficial problems, limitations, and suggestions cataloging instructions into meaningful for promoting participation and for their use. pieces, highlight unique procedures collaboration. needed for completing a special task, • Use of sidebar widgets. “A Web OSUL Non-Roman Cataloging Blog and point to other resources when widget is a portable chunk of necessary. code that can be installed and As an active cataloging section that The journalistic style of a blog is executed within any separate has a great diversity of employees useful for building a document around HTML–based web page performing various tasks on different a single author. On the other hand, a [including blog site] by an end schedules, the Non-Roman Cataloging wiki, a collaborative online space in user without requiring additional Section needs a workspace that can which many users can work together compilation.”24 A good use of be easily managed and updated in on a shared project, may be more widgets enhances organization a timely manner. A virtual online effective in facilitating group projects and navigation of blog content. workspace like a website is necessary, (especially professional collaboration The version of WordPress the but not sufficient. OSUL websites rely in which multiple authors are equally library implemented offers on Web maintenance staff, positioned active and revisions are required to limited options for manipulating in different library units, to finalize be archived for review). However, widgets, making it much less any changes on the section homepage. both blogs and wikis can meet needs attractive compared with Plus, as anyone who has experience to collaborate, share documents, and Blogger, but it is enough for a knows, maintaining a traditional static quickly update work. The Non-Roman section blog, which is created website itself is tedious and time- Cataloging Section at OSUL decided mainly for assisting workflow. consuming. Seeking alternatives, the to use a blog mainly because most of Important widgets on the first step was to set up a free blog the section’s compilation needs are ad section blog include Categories, account on the Google-owned Blogger hoc—the coordinator librarian serves Blogrolls (Links), Pages, and (www.blogger.com). A blog is an online as the blog’s “author-in-chief.” a Site Search Box. The latter journal or website on which articles WordPress is the blog platform three are treated below. are posted and displayed in chrono- that OSUL has implemented. m Blogrolls or links. Two logical order.23 “Blog” can also be used When choosing Web 2.0 tools for types of linking widgets are as a verb, meaning to add content to management, one needs to keep in used on the blog and were a blog. A blog was chosen because mind other factors that come into play, renamed Links and Tools changes made to templates or entries such as the branding issue. A decision respectively. Links include are reflected immediately on the site, has to be made whether to brand the links (URLs) to related with no need for regenerating static tool with the choices made by the webpages within or affiliated (HTML) pages. This greatly simplifies larger corporate body or the choices with the library’s website. content management. When OSUL for the individual unit, which in some Tools is reserved for links implemented blogs and began to cases becomes a compromise between that lead to online tools or 53(4) LRTS Can Blogging Help Cataloging? 255

resources mainly outside an institution website. Nevertheless, the library’s maintenance. the incompleteness and personality of m Site Search Box. This feature a blog can be a feature in terms of is important for a corporate accessibility and usability. Documents blog and is indispensible on the section blog are not necessarily when documenting complex finalized or normalized. Many are contents in supporting made for conditional use, and the blog cataloging activities. is intended for people who need to • Password protected entries and get their work done. The blog is used pages. If needed, a specific to document changes, and the blog entry or page can be protected itself changes very often. The blog’s by password. This feature is functionality is evaluated as it is used, necessary to control access to its template changes, and if necessary, certain content reserved for the section requests global changes to internal use, such as a closed be made on the library blog template, survey or a usability test for a which is maintained by the library’s program design at the section information technology division. level. Google Docs Making a blog a platform for cataloging section management Google Docs is ideal for someone requires creativity. The chronological who has multiple responsibilities nature of blogging is both a benefit for for compiling online documents in updating and a limitation that makes various formats (currently Google displaying contents in a systematical Docs supports four document order difficult. The blog will always types: Document, Spreadsheet, display the latest entries and push Presentation, and Form). Its features older ones into the background, thus for sharing documents with levels making browsing more difficult. This, of access control and simultaneous however, can be remedied by a prudent editing encourage user participation. setup of the Categories widget and Another advantage of Google Docs adherence to consistency in vocabulary is that documents created on it can to support a keywords search. To be easily turned into webpages, improve navigation and search on the which can be integrated later on section blog, instructions on cataloging into another online document. For procedures and guidelines are entered example, when a quick section-wide Figure 1. Categories Widget on Section into three major categories: General survey was needed, an introduction Blog Side Panel Procedures, Cataloging by Formats, was written on the section blog and and Cataloging by Languages. If then embedded into an online form contract cataloging files. The section appropriate, cross categorization is created on Google Docs. Google coordinator used Forms to create allowed for a post to provide maximum Docs' intuitive design and layout also usability study questionnaires to relevancy at the time of a search. The allow users who already know how to evaluate the e-learning project. section is also building a keywords use basic office tools to begin useing pool to help locate topics being it with minimal training. The section Google Calendar blogged. Figure 1 is a screenshot of coordinator instructed staff and the Categories widget on the section student employees to create, share, Google Calendar was chosen for blog’s side panel. and update files online with Google its visually appealing functionality A website in the form of a blog Docs in various section cataloging in calendar sharing, which is very may look less authoritative than a static activities. From 2007, section staff useful for integrating part-time website. Even a corporate blog looks and student employees have used employees’ work schedules. Each somewhat more personal and lacks Google Docs’ Spreadsheet to maintain graduate assistant and work-study completeness and authority because it monthly new receipts inventory, student sets up a calendar and shares reduces a certain rigidity inherited from monthly production statistics, and it with their supervisor, posting his or 256 Chen LRTS 53(4)

her work schedule in the cataloging department. Though employee hours are ultimately monitored and processed by the library’s timekeeping system, the section’s shared Google Calendar allows both the supervisor and the employees to have an instant understanding of who is working at what time. This is an improvement, especially when considering the huge irregularity of part-time employees’ working hours. Sharing online schedules can also enhance teamwork between student workers and encourage peer-to-peer supervision. Figure 2 shows how some student employees’ working hours overlapped in a typical weekday, and figure 3 displays a weekly scheme of all their schedules. Both are screenshots from Google Calendar.

Delicious

Delicious is popular social bookmark software on which a directory of online resources can be maintained. With a Delicious widget, downloaded for free and installed on the browser, one can easily bookmark the site in a directory while browsing. A social bookmark directory offers three benefits: it is more efficient than making a list on a Figure 2. Typical Workday Schedule for Student Employees static webpage because maintenance is integrated on one account rather than Flickr cataloging projects recently performed on multiple computers or browsers; at the section. it supports social networking features Flickr, a digital image and video such as tagging, which is advantageous hosting website, among others, is Wiki for retrieval; and it promotes sharing widely used by bloggers as an online and collaboration. The Non-Roman photo repository. The section uses “Increasingly, wikis are being put Cataloging Section uses Delicious to Flickr for two types of activities: to use within corporate settings,” as capture and organize online cataloging storing images (e.g., illustrations Kroski has noted, and “within these resources and tools. All staff can developed for training purposes) and private wiki environments, businesses participate in the selection and tagging then posting them onto the blog, and can tap into the collective intelligence process, and resource sharing and sharing surrogate files (e.g., scanned of their own pool of resources.”25 access can be achieved across separate images of title pages) with remote Librarians also found wikis to be a computer workstations, which means reviewers. The first feature is especially favorite tool, and “they have begun to that staff no longer have to look at valuable when the larger corporate utilize this new technology to gather different lists of bookmarks on different blog server is set to disallow uploading the tacit knowledge of library staff, to computers. The section’s Delicious images from local drives, which is the brainstorm in teams, and to cooperate account (http://delicious.com/osul_ case on the OSU library blog site, on local and global projects.”26 While nonroman_cat) is made accessible on while the second is an economical and choosing a blog as the main platform the section blog as directly embedded efficient option to facilitate activities to manage section workflow and new entries and a link to the account. such as NACO reviewing and contract training for the features of blogging 53(4) LRTS Can Blogging Help Cataloging? 257

Figure 3. Typical Workweek Schedule for Student Employees mentioned above, the section and student employees a new way to for this approach to setting priorities, coordinator is actively engaging in contribute their knowledge and skills. making plans, and providing guide- a wiki for professional collaboration The section coordinator guides staff lines and instructions for different with library colleagues. A wiki is more and student employees in using the projects. One of the special projects suitable for department initiatives blog, Google Docs, and other Web being conducted at the section is in collaboration and combined 2.0 applications to find and organize to catalog nearly thirteen thousand expertise. For example, an e-learning useful cataloging procedures and to titles in a large Japanese microform program for the NACO Ohio funnel select and share resources. He also reproduction set, Meiji-ki kankobutsu is currently being developed in uses these tools to aid staff train- shusei or JMSTC (Japan Meiji Short collaboration using a wiki between ing. The following are some specific Title Catalog).27 The project requires the Authority Control and Database applications of Web 2.0 tools in the research to establish authors’ names Maintenance Section coordinator, section. and solve bibliographic problems who has more expertise in authority posed by conventions of Japanese control training, and the Non-Roman Providing Guidelines and Meiji-era (1868–1912) publishing as Cataloging Section coordinator, who Instructions for Special Projects part of the cataloging process. On the is more experienced in creating section blog, the section coordina- e-learning courseware. One of OSUL’s strategies to gain tor directed a senior GAA, who was greater output from paraprofessional assigned to lead this project, to com- and part-time employees is to create pile special procedures, useful notes Practical Applications of special projects out of both ongo- and treatments, and selected Web Web 2.0 Tools ing workflows and new tasks. This resources and tools in tandem with approach can foster a greater sense the progress of this project. The sec- Facilitating the section activities of achievement at the completion of tion blog makes project documenta- with new Web 2.0 tools gives staff each project. A blog is an ideal tool tion more efficient and helps to keep 258 Chen LRTS 53(4)

Table 1. Innovations, Student Employees Productivity, and New Activities

2006 2007 2008

Web 2.0 Tools Implemented n.d. Blog, Google Docs Blog, Google Docs, Delicious, Flickr, Wiki

Training Methods for Student Face-to-face Face-to-face, E-learning Face-to-face, E-learning, Blog, Employees and other Web 2.0 tools

AMP (student employees) 664.42 titles/month 756.67 titles/month 688.58 titles/month (12% increase) (8% increase)

Additional Cataloging n.d. Large gift book projects CJK contract cataloging for Responsibilities other libraries

New Professional and Research Redesigning section homepage Developing e-learning for Chinese and Arabic NACO Activities (librarian & staff) basic cataloging; New research contributions; More publications investigations on Web 2.0 and Lib 2.0 moving forward. At times when a employees. The supervisor always Outcomes student employee leaves the section, a needs to be prepared and ready to newcomer to the position can be easily provide instructions to solve specific The innovative changes implemented guided to the appropriate procedures problems. To address this challenge, in the Non-Roman Cataloging sec- available on the blog, and workflow guidelines and instructions in the form tion have brought some obviously slow-down is kept to a minimum. of a categorized and keyword-tagged supportive results. Specifically, using blog entries are provided. These, in these Web 2.0 tools has increased the Keeping Track of Special turn, are supported by other forms of efficiency of section cataloging work- Procedures and Preparing for the online documents (on Google Docs). flow, reduced the time necessary to Unexpected This approach makes the specific train new student employees, allowed cataloging procedures available in staff to take on new responsibilities, Unlike other cataloging sections where times of need and helpful guidelines and saved time for the librarian to cataloging staff are more specialized and instructions ready at hand the devote to more professional activi- (e.g., a monograph print cataloger next time a problem arises. ties. The author finds it difficult to usually will not process nonbook quantify the improvement outcomes, formats), all formats in non-Roman Facilitating Training especially if only productivity (num- languages are automatically sent to ber of titles cataloged per month) is the Non-Roman Cataloging Section Because of the special staffing situ- taken into account, without consider- for processing. Section staff either ation in the section, training is a ing the transformation in cataloging have to know how to do the appropri- long-term commitment and a major staff responsibilities in recent years ate cataloging tasks or quickly learn challenge. Since 2007, an innova- and the irregularity of student employ- how to do them. Sometimes they tive program has begun in the sec- ees who contribute significantly to the must be refreshed on a task that tion to develop a set of e-learning throughput of materials. The section has not been done regularly for a courseware for cataloging training. observed a steady cataloging produc- while. For example, a staff member The complexity of cataloging proce- tivity and a small increase in average who has been regularly cataloging dures, however, makes limiting train- of monthly productivity (AMP) by monographs may need to review other ing to e-learning impractical. The student employees during and after procedures to rush catalog foreign new experiments with blogging and implementing the section blog and language film DVDs requested by the Google Docs approach suggest other Web 2.0 tools. Table 1 shows a faculty member for use with a that Web 2.0 tools can provide a a 12 percent increase of AMP in class. Irregular cataloging workflow blended training and learning envi- 2007, the first year of implementing is a normal situation at the section. ronment in which both traditional the section blog, and an 8 percent This becomes more challenging face-to-face training and e-learning increase of AMP in 2008, when more when the work is carried out by a can be enhanced with more acces- Web 2.0 tools were introduced to the workforce consisting of nontraditional sible tools and documentations. section (both increases in percentage 53(4) LRTS Can Blogging Help Cataloging? 259

use the 2006 outcomes as a bench- experiment of using the blog and other Technical services librarians need to mark). Innovative training methods Web 2.0 tools to empower student become involved in the Library 2.0 and important work and profession- employees, the section as well as the conversation to gain greater under- al activities newly assumed in each cataloging department will encourage standing of what the opportunities are year are also listed as achievements. more full-time staff participation in and to take a more participatory role in this initiative. making new library policies, decisions, and initiatives. Further Efforts and Recommendations Conclusion References and Notes Improvement in staff participation Blogging and other Web 2.0 meth- 1. Tim O’Reilly, “What Is Web 2.0: and learning is a continuous aim. ods have enhanced the OSUL Non- Design Patterns and Business Models Library staff tends to keep up with Roman Cataloging Section’s ability to for the Next Generation of Software,” old technology because of their do its work. These tools have enabled online posting, Sept. 30, 2005, O’Reilly Media, www.oreillynet.com/ highly specialized job responsibilities. greater efficiency and collaboration, pub/a/oreilly/tim/news/2005/09/30/ People need time to feel comfortable improved section management, and what-is-web-20.html (accessed Apr. and be willing to work with new improved the accessibility and inte- 16, 2009). tools. However, broadening one’s gration of cataloging resources. The 2. Paul Miller, “Web 2.0: Building the knowledge and sharpening one’s skills approaches discussed here are based New Library,” Ariadne 45 (Oct. have become increasingly important on a unique cataloging section, and 2005), www.ariadne.ac.uk/issue45/ in today’s changing library services. many attempt to solve specific prob- miller (accessed Apr. 16, 2009). OSUL believes in the long-term lems and local issues. They might 3. Ibid. benefits of fostering learning skills and represent one model for cataloging 4. Michael E. Casey and Laura C. insight by creating new options and management in other libraries that Savastinuk, “Library 2.0: Service alternatives. have a similar staff situation and are for the Next-Generation Library,” Library Journal.com (Sept. 1, 2006), OSUL encourages its librarians choosing Web 2.0 tools to enhance www.libraryjournal.com/article/ and staff to explore new trends their work. These tools are only new in CA6365200.html (accessed Feb. 3, and emerging technologies. Click! the sense of our making use of them in 2009). Technology and Libraries in Action, a cataloging department. Learning and 5. Ibid. which began in 2007, is a series of investigation will continue. Although 6. For a survey of papers and articles, technology workshops open to all this is a small initiative in a small and see chapter 3, “Reinventing the library faculty and staff and covers busy section, the OSUL approach may OPAC,” and chapter 4, “Library topics that include blogs, wikis, Second serve to stimulate more conversation 2.0,” in Brad Eden, “Information Life, and social networking sites. and collaboration in the library com- Organization Future for Libraries,” However, the workshops received munity about how to make technical Library Technology Reports 43, no. 6 a low participation from full-time services more effective in this time of (Nov./Dec. 2007). 7. Deana Groves, “Online Work Tools: staff in comparison with librarians. change. A Look at 20 Academic Libraries An internal follow-up survey in the Technical services are in a period Technical Services Web Pages,” Non-Roman Cataloging Section of transformation. The demand for the Library Collections, Acquisitions, & revealed that neither of its two full- convergence of library bibliographic Technical Services 29, no. 4 (2005): time staff have attended one of these organization and the new Web infra- 395. workshops (both, however, indicated structure is reshaping the future of 8. Ibid., 396. on the survey that they would like all library services. Before and even 9. Ibid., 400. to attend one in the future). Every during implementation of any new 10. Kavita Mundle, Lisa Zhao, and Nimala library management unit should standards or programs, a large amount S. Bangalore, “Evaluative Study of provide time and opportunity for its of work can be done to improve the Catalog Department Web Pages,” staff to try out new tools, brainstorm current system. This is especially true Library Resources & Technical Services 48, no. 2 (Jan. 2004): 48–58. with new concepts, and think about in the library technical services and 11. Kavita Mundle, Harvey Huie, and better ways to do the unit’s work. The cataloging areas. Now is the time to Nimala S. Bangalore, “ARL Library Non-Roman Cataloging Section blog carefully reassess the operating envi- Catalog Department Web Sites: An is currently the only blog maintained ronment of technical services and to Evaluative Study,” Library Resources by a technical services librarian on the move beyond practices that devel- & Technical Services 50, no 3 (July OSUL weblog site. With the successful oped in a paper-based environment. 2006): 173–95. 260 Chen LRTS 53(4)

12. Ibid., 173, 182. Bibliographic Records, Functional the Web Your Workspace,” EContent 13. Ibid., 182. Requirements for Bibliographic 30, no. 1 (Jan./Feb. 2007): 32. 14. Brian C. Gray, “Using Web 2.0 Records: Final Report (Munich: K. G. 22. Ibid. to Increase Effectiveness of Staff Saur, 1998), www.ifla.org/VII/s13/frbr/ 23. Definitions of Web 2.0 applications Training and Communication” frbr.pdf (accessed June 20, 2009). in this paper are taken from Ellyssa (PowerPoint presentation, Ohio 16. Magda A. El-Sherbini, “Cataloging Kroski, Web 2.0 for Librarians and Library Council 2008 Technical and Classification: Review of the Information Professionals (New York: Services Retreat, “Choosing our Literature 2005–06,” Library Neal-Schuman, 2008). Tools for Tomorrow,” Apr. 1–2, Resources & Technical Services 52, 24. Wikipedia, “Web widget,” http:// 2008, Loudonville, Ohio): slide 7, no. 3 (July 2008): 159. en.wikipedia.org/wiki/Web_widget www.slideshare.net/bcg8/using-web 17. Wikipedia, “Web 2.9,” http:// (accessed Jan. 22, 2009). -20-to-increase-effectiveness-of en.wikipedia.org/wiki/Web_2.0 25. Kroski, Web 2.0 for Librarians and -staff-training-and-ommunication (accessed Feb. 17, 2009). Information Professionals, 42. (accessed Feb. 20, 2009). 18. Ibid. (accessed Feb. 20, 2009). 26. Ibid., 45. 15. Stefan Gradmann, “rdfs:frbr— 19. R. David Lankes, Joanne Silverstein, 27. Maureen Donovan, “Meiji Towards an Implementation Model and Scott Nicholson, “Participatory Publications,” online posting, June 24, for Library Catalogs Using Semantic Networks: The Library as Con- 2006, Ohio State University Libraries Web Technology,” Cataloging & versation,” Information Technology & Blogs, Japanese Publications, http:// Classification Quarterly 39, no. 3/4 Libraries 26, no. 4 (Dec. 2007): 23. library.osu.edu/blogs/japanese/ (2005): 63–75; IFLA Study Group 20. Ibid. 2006/06/24/meiji-publications on the Functional Requirements for 21. Jessica Dye, “Collaboration 2.0: Make (accessed Jan. 22, 2009). 53(4) LRTS 261

Notes on Operations Better, Faster, Stronger

Integrating Archives Processing and Technical Services

By Gregory C. Colati, Katherine M. Crowe, and Elizabeth S. Meagher

The University of Denver’s Penrose Library implemented a consolidated cataloging and archives processing unit for all materials, taking advantage of the structure, workflow design, and staff resources that were already in place for library-wide materials processing: acquisitions, cataloging, binding, and stacks maintenance. The objective of Penrose Library’s integrated approach was to efficiently create metadata that allow searches based on subject relevance rather than on collection provenance. The library streamlined archives processing by integrating digital content creation and management into the materials processing workflow. The result is a flexible, sustainable, and scalable model for archives processing that utilizes existing staff by enhancing and extending the skills of both experienced monographs catalogers and archivists.

he focus of library technical services is moving away from activities such as T processing and binding print journals and print government documents and upgrading copy cataloging records. These shifts are accelerating the channeling of technical services resources toward giving higher priority to providing access to unique materials, including content that increasingly appears in digital form. At the same time, libraries that include special collections are faced with the challenge of improving workflow while describing unique content at a sufficiently high level of granularity to meet demands to provide greater digital access to their collections. In a world of shrinking budgets and reduced staffing, these challenges are an opportunity to integrate archives processing into technical services while making a library-wide commitment to special collections. Concurrently rethinking the approach to managing and creating access to unique collections makes it pos- sible to create a streamlined and sustainable process that combines the item-first culture of monographic cataloging with the context-forming culture of archival processing, resulting in a hybrid approach to archival cataloging. The higher levels of description, collection, and series are performed by professional archivists or highly trained staff members, but many people touch the collection at different stages of processing. This approach stresses both productivity and an item-centric Gregory C. Colati ([email protected]) view of archival material and allows the user to discover primary resource content is Associate Professor, Digital Initiatives in a deep, flexible way driven by user-centered (versus archivist-centered) means Coordinator; Katherine M. Crowe ([email protected]) is Assistant of providing intellectual access to information. Professor, Archives Processing Librarian; With the growth of the digital environment and the potential for greater and Elizabeth S. Meagher (elizabeth. online access to archival materials, archives’ potential user base has expanded [email protected]) is Associate Professor and Head, Metadata and Materials beyond the serious or expert researcher, who is familiar with archival organization, Processing, Penrose Library faculty at access tools such as finding aids, and even archival terminology.1 Archival process- the University of Denver. ing must meet the needs of an increasingly diverse community of users by provid- Submitted February 21, 2009; tentative ing access to primary resources without requiring the user to navigate through accepted, pending revision, April 13, 2009; revised and resubmitted June 10, the top-down organizational collection structure to find primary resources or to and accepted for publication. physically go to the repository to interact with the individual primary resources. 262 Colati, Crowe, and Meagher LRTS 53(4)

These imperatives must be met by Product, Less Process: Revamping report, reviewed these and many other being more efficient and production- Traditional Archival Processing.”3 The user studies of information-seeking oriented without sacrificing quality authors emphasized productivity-driv- behavior in archives and noted that or professional standards, which add en physical processing and minimal, “studies show that users often do not value for both the experienced and the higher-level (collection and series) want to search for collections by prov- novice user. description as alternatives to tradi- enance, for example, as important This paper describes an initiative tional artisan approaches to process- as this principle is for archival col- at the University of Denver’s Penrose ing archival materials. Greene and lections.”8 Schaffner also noted that Library that consolidated cataloging Meissner reviewed literature on this “librarians and archivists need to man- and archives processing units for all topic and surveyed existing profes- age archival collections by provenance, materials, taking advantage of new sional practices, concluding with a call but also must describe what is in the technologies and the structure, work- for archivists to rethink how they do collections for their users.”9 flow design, and staff resources that their work in order to process more, The articles described above were already in place for library-wide avoid creating additional backlogs, share the same approach—improving materials processing—that is, acquisi- and improve user access to collection- the efficient processing of archival tions, cataloging, binding, and stacks level information. This model also materials by archivists. The initiative maintenance. The purpose of this con- was explored in Hackbart-Dean and at the Penrose Library differs in that solidation was to streamline archives De Catanzaro’s “The Strongest Link: it involves a collaborative and con- and create a model for archives pro- The Management and Processing solidated approach involving both an cessing that uses existing staff and of Archival Collections” and other archives unit and technical services. increases the capacity to process these recent articles such as Weideman’s unique materials. “Accessioning as Processing” and Gorzalski’s “Minimal Processing: Its Monographic Cataloging Context and Influence in the Archival Compared to Archival Literature Review Community.”4 These articles empha- Descriptive Practices size curator assessment of the col- Typical archival processing focus- lection to assign processing levels for Archival description traditionally es on collections and descriptions arrangement and description. The takes a top-down approach through that follow a general to specific (or authors maintain that not all collec- the creation of collection-level finding top-down) model, which has influ- tions need to be processed at the item aids. Monographic cataloging takes enced the top-down structure of level. the opposite (or bottom-up) approach, archival format standards, includ- Prom, one of the developers of focusing on the discrete item in hand ing Encoded Archival Description Archon, an open-source archival man- and associating it with subject-related (EAD), Machine-Readable Cataloging agement system, stated that until the objects through access points by cre- (MARC), Archives and Manuscript early twenty-first century, robust, stan- ating cataloging records that appear Control (AMC), and content stan- dards-based, integrated library system in union catalogs, such as OCLC’s dards, including Rules for Archival (ILS)–equivalent archival collections WorldCat and the local ILS. While Description (RAD), Describing management databases with batch pro- book cataloging does not normally Archives: A Content Standard (DACS), cessing functionality were not widely involve analyzing the contents and and Archives Personal Papers and implemented in the cultural heritage serials cataloging does not attempt Manuscripts (APPM).2 General collec- community.5 Landis also noted that this at all, researchers rely on other tion information is provided through a most archives focus instead on provid- sources to locate the content within carefully crafted “scope and content” ing access to (and teaching how to use) these items. For serials in particular, note that provides background con- the traditional access tool, a top-down researchers use supplemental resourc- text, with even more detail added at a finding aid.6 User studies of informa- es available to drill into the journal series level. tion-seeking behavior in archives indi- article. Those resources do not exist Much of the recent literature cate that the user is even less inclined for archival materials. Catalog records addressing the processing of archi- to wade through boxes to locate the usually follow the MARC format stan- val materials describes traditional specific item being sought and may dard and Anglo-American Cataloguing approaches to processing, resulting find it difficult to understand the com- Rules, 2nd ed., revised (AACR2R).10 in the creation of provenance-based plex and hierarchical nature of archival The library user can decide how to access tools. One of the more frequently arrangement and description.7 associate the record with other enti- cited is Greene and Meissner’s “More Schaffner, in a recent OCLC ties, usually by following the subject 53(4) LRTS Better, Faster, Stronger 263

discovery access points provided by was channeling cataloger expertise to between related units smoothed the the cataloger. With the evolution of other areas, such as creating XML transition considerably. the union catalog and widely avail- files and metadata services for local In spring 2008, the University of able catalog records for published applications. Denver’s Penrose Library created a materials, technical services’ func- Penrose Library utilizes a matrix consolidated cataloging and archives tions have evolved from specialized structure to facilitate day-to-day pro- unit to process all materials. This original cataloging to copy cataloging duction and delivery of user services approach was intended to take advan- that is primarily performed by highly while maximizing opportunities for tage of the strong, existing technical trained—but non–MLS—catalogers. staff input to program development services structure and workflow design As this shift has occurred, professional and execution. All supervisory func- and to utilize staff resources already in librarians in technical services have tions, production, and service delivery place to create and manage metadata been freed to focus more on original occur through a traditional manage- and materials processing, including cataloging of unique materials and ment hierarchy with the library dean acquisitions, cataloging, binding, and other functions within the library. The as head and library functions orga- stacks maintenance, regardless of the tradition of item-level bibliographic nized in a series of units, each with type of material. The APU consisted control in the technical services world, a specific area of responsibility (e.g., of one professional librarian and one combined with a downturn in techni- technical services, acquisitions, access part-time paraprofessional with five cal services functions, has uniquely services, and so on). This traditional student workers and four hourly staff placed catalogers to step into key roles management system was augmented members. The Technical Services unit in digital library projects and descrip- in 1997 by a team structure that is consisted of two professional librarians, tive standards development.11 designed to address issues involving 6.5 FTE catalogers, and 1.5 FTE End multiple units, improve lateral com- Processing staff members with three munication, and facilitate broader student workers. With the integration, Background participation in program development one professional librarian, 4.5 FTE and decision making. Both profes- catalogers, 0.5 FTE End Processing The University of Denver was founded sional librarians and paraprofessionals staff, and two student workers partici- in 1859 and enrolls ten thousand stu- participate in the functional teams. pate in the archives projects. dents. Penrose Library is the central In addition, the library created two Penrose Library’s hybrid approach library, with holdings of more than four groups, the Archives Policy Group seeks to make access at a very granu- million volumes. Special Collections (APG) and the Catalog Management lar level possible for little additional and Archives (SCA) is a unit of Penrose Group (CMG) to deal with cross- time and less effort than is required Library that holds the University cutting issues. These groups also func- for higher-level (collection and series) Archives and eighteen thousand linear tion as teams. The APG was created description. The traditional model for feet of manuscript collections, which after the integration of the Archives archival arrangement and descrip- include the Beck Archives of Colorado Processing Unit (APU) into Technical tion largely fails to acknowledge both Jewish History and the Carson Briefly Services, while the CMG was cre- the necessity for minimal item-lev- Dance Library. Prior to 2008, the SCA ated in 1997 to handle ILS issues. The el control over digital objects in the processed collections in a separate functional teams and groups have an digital repository environment and space in the Penrose Library building. independent line of communication to the potential for productivity tools In 1997, paper finding aids began to the dean through the Policy Council, and consistent descriptive standards be replaced by online finding aids. By on which the dean sits along with all to enable the standardized descrip- 2005, the library was participating in the team facilitators. tion of content below the series level. an Institute of Museum and Library The library’s team structure Just as collection development selec- Services (IMLS) grant to create EAD opened the way for effective collabo- tors approve monographic materials finding aids to contribute to the Rocky ration between the teams involved to be cataloged, Special Collections Mountain Online Archive (http:// with the archival processing initiative. and Archives curators, as well as the rmoa.unm.edu). While this approach In addition, current administrators in University Records manager, make resulted in increased access to collec- Penrose Library have a history of sup- decisions on processing priorities. Not tion information, creating stand-alone porting and focusing on the importance all items in each archival collection EAD finding aids was both inefficient of online access to cultural heritage are cataloged at the item level, and and labor intensive. Meanwhile, as materials. The combination of admin- the curators work with the proces- print monographs switched to digital istrative support and a team struc- sors to decide what is cataloged and format, the Technical Services unit ture that facilitates communication digitized. This decision process varies 264 Colati, Crowe, and Meagher LRTS 53(4)

by collection and the research value of metadata standards’ equivalent fields described in the DPPM corresponded the collection. are also included. Definitions for each directly with a field in a Re:discovery element were transcribed from the record, depending on the applicable Society of American Archivists’ (SAA) level of description. Advancing the New A Glossary of Archival and Records The DPPM provided standards Approach Terminology; Describing Archives: for field use so that productivity tools A Content Standard; the Encoded inherent in database management sys- The implementation of the consolidat- Archival Description Tag Library, ver- tems could be used to minimize data ed cataloging and archives processing sion 2002; or were defined locally.14 entry time. These tools made it pos- units at Penrose Library was the result Locally defined elements were noted sible to copy and clone records as of more than a year of discussion, plan- as such. well as set up templates so that fields ning, and staff training. The goal was Each data element described in with homogeneous metadata (subject to streamline all processing, especially the manual was categorized as either access terms, physical characteristics, archives processing, and integrate the mandatory or optional. Mandatory etc.) could be automatically populat- management of unique digital content fields had to contain the appropri- ed, much in the same way that records and standards-based record creation ate information or a locally defined in an ILS can be generated. These into the materials-processing workflow. default statement and could not be tools facilitated the kind of efficiency Both the technical services area and left blank. Optional elements were required to make the item-level cata- library administration were commit- left to the processor or archivist to loging of unique materials a reality. ted to creating a flexible, sustainable, determine whether the use of the ele- This is the case because, especially in and scalable model for processing the ment was appropriate and to provide lower levels of description, individu- library’s unique materials to promote the information. The work that went al records within any particular col- the awareness and use of these valu- into defining the necessary descriptive lection or series are almost entirely able collections. Before this could be elements and mapping them to exist- homogeneous in many respects and accomplished, the library had to recon- ing format standards, such as EAD, can be batch-generated. cile two seemingly opposing cultures. MARC, DC, and MODS, would prove Cataloging staff added information to be integral to the success of the on the basis of the unique nature of the Descriptive Policies and first implementation of SCA’s item- object in hand. The resulting record Practices Manual level descriptive cataloging and online has both unique information about access to digitized collection materials that object and contextualizing infor- To facilitate the interdisciplinary train- in PEAK Digital, the library’s digital mation that make sorting and group- ing and to ensure that professional repository. ing this item by numerous attributes standards were being maintained, the possible. The addition of basic, con- archives staff worked with an archi- Implementing a Collection trolled subject-access terms (descrip- val metadata consultant to produce Management System tors) to each item-level record, each of the Descriptive Policies and Practices which is presented individually within Manual (DPPM).12 This manual pro- While the DPPM was being written, the digital repository with proper attri- vided a much-needed local content plans were made to select a new stan- bution as to collection and series, standard based on existing national dards-based archival collection man- frees the record from the constraints and international content standards agement system. SCA needed a system of being discoverable only within the and best practices for cataloging that would serve both as a collections context of its collection. unique materials, such as AACR2R management system and as a vehicle Rather than being an access or and DACS as well as format standards to output metadata. The system need- discovery system in itself, the collec- like EAD, MARC, Dublin Core (DC), ed to be able to map to MODS, EAD, tions management system is a source and Metadata Object Description DC, MARC, and potentially other of data for other systems. For that Schema (MODS).13 metadata standards. It needed to be reason, the system had to have the The DPPM identifies the desired scalable, standards-based, and interop- ability to export content in multiple data elements for each level of archival erable. The SCA chose Re:discovery formats. The DPPM provided the stan- description: collection, series, container Proficio, a standards-based system that dard for content description and pro- or folder, and item. Definition, format would serve as a management tool for vided the basis for developing export guidelines, best practices and stan- both print and digital formats and as template mapping. Beginning with the dards, and local examples are included the metadata provider for a public database fields, which, although based for each element. Crosswalks to existing access tool. Each of the data elements on MARC and MODS, were schema 53(4) LRTS Better, Faster, Stronger 265

agnostic, the management system Physical Environment structure. Student workers from the allowed staff to output data in several Technical Services Unit, who label metadata schemas and formats, includ- The reorganization of library resourc- books and process government doc- ing MARC, MARC Extensible Markup es to improve workflow in the Special uments for remote storage, were Language (MARCXML), MODS, Collections Unit was an enterprise- assigned basic tasks for archives pro- Metadata and Encoding Transmission wide integration of the needs of cessing. End Processing staff members Standard (METS), DC, and Resource special collections into the greater were assigned three hours per week to Description Framework (RDF).15 resources of the library. The APU was assist Special Collections in various Further, Technical Services cata- created by separating the archives pro- lower-level tasks, such as box building. loging staff configured the MARC map- cessing staff from archives reference In addition, an experienced catalog ping so that collection-level records services staff and transferring respon- technician, working with the head of could be exported to MARC–based sibility for archival processing to the Technical Services, was assigned to systems. This effort was especially Technical Services Unit. Other staff work on the back-end configuration important because it helped cataloging reassignments followed on the basis of of the collections management system staff learn about the back end of the a library-wide assessment of changing to align it to meet the standards for software and allowed the special col- workflows and needs. Organizational MARC and export through MODS. lections staff to become familiar with changes were not limited to the Four catalogers now spend at least library metadata approaches. Since Archives and Technical Services units. some portion of their time process- the original MARC mapping, addi- As workflows and procedures shifted, ing archival materials. One spends a tional metadata maps have been cre- Stacks Maintenance staff members minimum of twenty hours per week on ated, including METS, MODS, DC, managed the Special Collections and some phase of archival cataloging (e.g., EAD, and Text Encoding Initiative Archives shelves. Physical space for authority work or importing spread- (TEIP4).16 These maps are used to archives processing was created in sheet data). Three other catalogers export data to various access systems the Technical Services area. The area spend three to four hours per week on as needed. occupies 34,665 square feet; approxi- item-level processing. mately 14,598 square feet (approxi- The team structure has proved mately 42 percent) were converted for Archival Training Program especially beneficial in maintaining use by the APU. Several modifications communication across the newly reor- Training was essential to combining to the physical space were made to ganized units, necessary because the the units and merging workflows. accommodate this unit’s special needs. culture of archival processing changed Archival processing is an organic pro- Security practices were reviewed and from a one person–one collection cess that is dependent on continuing determined to be adequate to properly relationship to a many people–one discussion between everyone who has protect the library’s collections during collection relationship. The higher, a stake in the outcome. Therefore all processing. intellectual levels of description, col- staff involved in archival processing lection, and series are still performed were trained in the basics of contem- Staffing and Workflow by either professional archivists or porary archival theory and practice. highly trained staff members under Experience suggests that a better prod- Workload responsibilities and priori- the supervision of trained archivists, uct would result from all staff under- ties within the Technical Services Unit but many people touch the collection standing how the work they did fit were modified to support archives at different stages of work. Student into the larger picture, even if the staff processing. Inventory and database processors and hourly workers are person was not directly involved in all maintenance projects schedules were assigned lower-level tasks as needed. stages of processing. The archival train- extended to provide more time. The All stages of processing are highly ing program set up by the Archives and item-level cataloging of archives mate- important and contribute to the qual- Technical Services librarians included rials in the collection management sys- ity of the description of archival col- both theoretical and practical aspects tem was added to the responsibilities lections, and that concept always is of the archival profession. A series of of three catalogers. Catalogers are also conveyed to all staff. two-hour training sessions was offered responsible for assigning subject head- to all staff who would be involved in ings to collection-level records. Handling Legacy Collections archival processing. The program was Both the Monographs and Serials an opportunity to develop new skill units were already cataloging special Processing backlogs exist in most sets while building on standard archival collections books and serials, and that archival collections, and the local sit- skills and to promote team building. work was integrated into the new uation—with a significant backlog of 266 Colati, Crowe, and Meagher LRTS 53(4)

legacy collections having little or no In addition to being more flexible box or container and come up with a processing—was no different. Since in terms of workflow, the addition of few words about its contents. If con- one goal of the APU is to gain com- multiple subject access terms to each servation or preservation issues are plete physical control over all collec- image enables the user to find an present, they are noted in the descrip- tion materials, these materials were image that may not have “buildings” tion field. The processor then adds a integrated into the workflow in mul- as its primary subject matter or con- barcode to the box or container and tiple ways. One approach to dealing tent. A subject heading may denote scans the barcode into the barcode with some of these legacy collections the presence of a university building field. Accessioned boxes are stored has been to use scanning requests in the image, thus providing the user in barcode order in the unprocessed from users as processing opportuni- with the ability to retrieve more useful materials area. This preliminary inven- ties. Another approach is to gain basic resources and to recontextualize the tory is later used to create a processing physical control over boxes and use object depending on his or her needs. plan. When a box is taken for process- that information to inform processing This access to the photograph does not ing, its box record is cancelled in the decisions. require the user to understand where UMDB. When all boxes have been For example, the university’s that particular record resided in a processed, the collection record is can- extensive historical photograph collec- largely arbitrary organization. In this celled from the UMDB. This process tion has a high demand for reproduc- way, processing workflow is not only allows for basic descriptive access and tion requests, yet relatively few of the more efficient, it also supports more physical control over all special collec- images have been scanned, and they flexible discovery for the user. tions materials, processed and unpro- lack subject access beyond the particu- Not all collections are as homog- cessed, while not taking an inordinate lar folder in which they reside (build- enous and easy to process as the pho- amount of time. ings, sports, etc.). Under the new tograph collection. Many collections, workflow, a photograph requested for especially personal papers, contain Metadata Creation and scanning is first sent to the APU. The random boxes of material that have Management staff enters the photograph into the little or no intrinsic order. Since these collections management system and is materials were already part of the col- Processing on demand and the unpro- given the next number in the numeri- lection, they could not be accessioned cessed materials database solve two cal sequence for that collection. The again, yet needed to be accounted for specific challenges facing the APU, photograph then has an identification and managed prior to processing. but they do not address the issue of number that can be used as the file A separate database, called the providing highly granular access to name when the photograph is scanned. Unprocessed Materials Database large groups of items. Creating meta- The photograph is then sent to the (UMDB), was set up in the collec- data for thousands of unique collec- Digital Production Services Unit for tions management system to handle tion objects in a manuscript or archival scanning following the scanning stan- accessioned but unprocessed material. collection has long been considered dards set up for archival materials. The UMDB allows the APU to gain cost-prohibitive. In the pre–automat- Early in the process, the APG physical and basic intellectual control ed environment this was usually the decided to implement standard sub- over newly accessioned material and case, and item-level cataloging was ject access points within the collec- create a preliminary collection inven- reserved for only the most valuable tions management system to organize tory. Once an accession is complete, collections. Changing user behaviors and describe photographs and other the processor creates a collection-level and demand for item-level access in images. In this way photographs can record in the UMDB with the acces- the digital environment continued to be cataloged in the order that scanning sion number used as the collection indicate that developing some means requests are presented. Because the number and a brief descriptive title of automated, mass metadata creation access point is a subject term rather that mirrors the origin of the material. that could satisfy user demand for than an intellectual series, when this These are the only two fields that are highly granular access was imperative. record is exported to an access sys- filled at this level. Archival and manuscript collec- tem a user is not required to look in The processor creates a record for tions arrangement and descriptive the artificial Buildings series to locate each box or container record under cataloging have always been highly images of university buildings. Instead, the collection record in the UMDB, labor-intensive, frequently involv- an access system will aggregate all and numbers all boxes consecutively, ing extensive physical arrangement cataloged images with the term “build- without regard to intellectual order. (though not generally description) ings,” regardless of their place within a Processors are instructed to take no down to the item level.17 The archi- physical arrangement scheme. more than two minutes to look in the val community has made progress in 53(4) LRTS Better, Faster, Stronger 267

emphasizing production and through- not designed to handle subdivided records within any particular col- put, establishing format and content headings, preferring to use subject lection or series are almost entirely standards for archival description, descriptors instead. The use of this homogeneous and can be mass gener- such as EAD and DACS, and in using widely implemented source of author- ated. This mass-generated metadata is collections management software ity records still allows for the aggrega- then available for multiple uses. While options and online content delivery tion of like records within consortial generating metadata for unique mate- systems. Still, the professional archival content delivery systems and aggrega- rials in this manner was technically community’s focus has remained on tors like the University of Michigan’s and procedurally possible, the ques- the collection as the primary unit of OAIster (www.oaister.org). This has tion was whether or not this metadata description and access. This pattern the added benefit of not requiring is useful. persists despite evidence that users of either the processors of these records The first use of the metadata archives are confused by both archival or the end-user to understand the pre- was for ingesting both the metadata terminology and the ways that meta- coordinated structure of LCSH. and related primary content object (in data about primary resources is made this case, a scanned image) into the available.18 digital repository. The ingest process The library’s solution to this The University of Denver required metadata export from the dilemma was to use the power of data- Athletics Project: The New collections management system into base tools to mass create metadata for Structure in Action MODS and DC, which was pack- groups of homogenous content (e.g., aged in a METS wrapper for trans- items in an archival series that would Much of the impetus for the changes mission. The descriptive guidelines allow access systems to aggregate these described in this paper came when for item-level still image materials items into contextualizing groups). Penrose Library received substantial were revisited to ensure that all locally The implementation of an item-level funding from the University of Denver mandated elements in the DPPM, as archival cataloging content standard Athletics Department to process and well as the repository-mandated meta- (the DPPM) required some in-house digitize athletics records collected data elements that were based on the adjustment, since neither AACR2rev over many years (media guides, game Digital Library Federation/Aquifer nor DACS specifically focuses on the programs, statistics, etc.), as well as Guidelines for Creating Shareable cataloging of item-level unpublished photographs, negatives, and videos. MODS Records, were included in each content. Rather than try to choose one This project acted as the laboratory record.19 For example, the “Title” ele- schema that could meet all possible where the theories that nonarchivists ment was listed as mandatory, so the needs, the item-level field content in could process archival collections and processor was required to enter data the collections management system mass item-level processing was pos- into this field. However, because the was created according to a flexible sible were tested. The broad range majority (approximately 90 percent) of local content standard that could be of materials in the collection helped the photographs have no formal title, mapped to multiple metadata schemas. determine that the new process was the metadata and materials processing In this way the APU was strategically sustainable and scalable. librarian worked with the archives pro- placed to support multiple metadata As described earlier, the DPPM cessing librarian to define guidelines consumers. Understanding metadata provided standards for field use so that for creating supplied titles on the basis normalization and crosswalks also productivity tools inherent in database of both DACS and AACR2rev as well allowed the unit to play a major role management systems could be used as Parker’s Graphic Materials: Rules in the development of a batch ingest to minimize data entry time. These for Describing Original Items and process for item-level records into the tools made it possible to copy records Historical Collections and the Chicago consortial digital repository supported and set up templates so that fields Manual of Style.20 The SAA Glossary by the Colorado Alliance of Research with homogeneous metadata (subject was also referenced when clarification Libraries (www.coalliance.org). access terms, physical characteristics, on field definitions was necessary. The next major decision that etc.) could be automatically populat- As processors worked with the affected metadata was that the item ed, much in the same way that records photographs, they developed a num- records would not use precoordinated in an ILS can be generated. These ber of techniques to accurately date Library of Congress Subject Headings tools facilitated the kind of efficiency University of Denver athletics photo- (LCSH) but would instead employ required to make the item-level cata- graphs. These techniques proved to individual LCSH terms as descrip- loging of unique materials a reality. be applicable in some cases to cata- tors. This decision was made because This is the case because, especially in loging other university photographs. most Web-based access tools are lower levels of description, individual Processors could date photographs on 268 Colati, Crowe, and Meagher LRTS 53(4)

the basis of the type of uniform worn, harvested and included in the results something interesting and dif- padding worn, styles of haircuts, or in list in the library catalog’s main dis- ferent. This project extended which building the game was played. covery platform that combines results their skill set beyond the norm. Scores could be gleaned from pho- from not only the library catalog but • The formation of the Archives tographs and video that included external resources as well. While mov- Policy Group established a reg- the scoreboards with the final score. ing from the item to a more traditional ular channel of communication While this level of detailed research finding aid or collection guide will for the professional librarians at the item level may seem excessive, be possible, the expectation is that that was extremely effective it was considered an investment in researchers will use the item-centric when curators and processors the knowledge base of the system. As search function more often than the needed to be on the same track. the body of processed content grew, a finding aid for initial discovery and The unit and team meetings critical mass of data became embed- access. Item-based access makes it also advanced the effort toward ded in the database so that it became possible to incorporate archival mate- constant communication. The self-referencing. It became increas- rial into modern discovery and access benefits extend beyond this ingly less necessary to refer to external systems rather than segregating them project by providing an oppor- sources for the validation of many in finding aid repositories. All of this tunity for staff to engage in information points, since those ques- is possible because the changes made library planning and policy tions had already been answered in to the library structure and workflow development. earlier records. As work progressed, enables granular access to archival • The need to involve other units the processors became faster and collections. earlier in the process, most more accurate with the descriptions notably Stacks Maintenance and formulations of titles and spent and End Processing, was nec- less time doing external research. Lessons Learned essary to streamline workflow. Cataloging programs for football These units were invaluable in and hockey games was another area While the integrated approach to contributing their expertise and that benefited from this collaborative archives processing is working well their resources. effort. These materials were closer at Penrose Library, the transition was • One unanticipated benefit of to the type of materials with which not without problems. The process integration was a noticeable monograph catalogers work on a day- was one of trial and error, with some improvement in morale for the to-day basis, and the catalogers played things working well while others had catalogers and archival proces- an important part in setting up and to be abandoned. This section will try sors. Copy catalogers had an customizing templates to facilitate the to describe what worked well and what opportunity to perform orig- batch processing of these records. The did not work as well so others may inal cataloging in the collec- item-level perspective that the catalog- benefit from the successes and learn tions management system. The ers brought to these programs resulted from the failures. catalogers juggled archives with in richly detailed records that, without monographic cataloging and their expertise, would not have been What Worked Well learned to fit this new form of nearly as robust or consistent. cataloging into their everyday • The increase in the number of work. For the catalogers, vary- staff performing item-level cat- ing their routine with new proj- Next Steps aloging resulted in a significant ects and learning new skills was increase in production. seen as a professional benefit As the library gains control over more • The quality of the meta- that is rewarded in performance archival content at an increasingly data produced was enhanced reviews. Archival processors granular level, providing researchers because of the participation had assistance in producing with a more robust discovery expe- by experienced, trained cata- item-level records at a level of rience becomes possible. Penrose logers. Catalogers are trained detail that is rare in the archival Library developed a discovery and in a standards-based approach world. access tool called FACTS (Faceting to metadata production, while Archival Content Transmission System) archivists typically are not. What Did Not Work As Well that is based on direct access to item- • The entire staff who worked level metadata and digital surrogates. on the project was energized • The collection management Additionally, item-level records will be by the opportunity to work on system selected was not able 53(4) LRTS Better, Faster, Stronger 269

to handle authority records as Library improved access to archival .clir.org/pubs/reports/pub89/contents expected. Without “see” and collections by creating a hybrid orga- .html (accessed June 1, 2009). “see also” references, the pro- nization of staff drawn from the previ- 2. Library of Congress, : cessors needed to enter two ously separate Technical Services and Encoded Archival Description, www forms of the same name in a Archive Processing units. Partnering .loc.gov/ead (accessed June 1, 2009); Library of Congress, MARC 21 record (e.g., the earlier name of people from two disciplines, each with Format for Bibliographic Data, www a building and the later name). its own culture and practices, is a .loc.gov/marc/bibliographic (accessed • Because there was no funding significant departure from the way June 1, 2009); Library of Congress, for new positions, new technol- typical library and archival organiza- MARC Standards, www.loc.gov/marc ogies workflow processes had tions organize their resources. New (accessed June 15, 2009); Canadian to be developed by temporary processes and procedures have been Committee on Archival Description, hourly staff. The use of tem- put into place that will borrow from Rules for Archival Description, porary staff, usually graduate both areas. The result is expanded www.cdncouncilarchives.ca/archdes students, has proved somewhat capabilities and improved access to rules.html (accessed June 1, 2009); problematic because of high information for users. Describing Archives: A Content rates of staff turnover, resulting Penrose Library is now able to Standard (Chicago: Society of American Archivists, 2007); Steve L. in the loss of specialized tech- sustain the archives workflow while Hensen, Archives, Personal Papers, nical skills. This loss meant an meeting the demands of users for a and Manuscripts: A Cataloging increase in training needs. greater amount and more precisely Manual for Archives, Historical • A comprehensive staff training described information about archival Societies, and Manuscript Libraries plan needs to be in place to collections. Establishing the hybrid (Chicago: Society of American develop broader skill sets for unit and implementing techniques of Archivists, 1989). staff so that they understand mass generation of metadata increased 3. Mark A. Greene and Dennis Meissner, multiple metadata standards. production. Between January 2008 “More Product, Less Process: For example, MARC cata- and January 2009, nine staff members, Revamping Traditional Archival logers needed to understand none of whom worked full time on Processing,” American Archivist 68, MODS and needed to be able processing, created more than ten no. 2 (2005): 208–263. 4. Pam Hackbart-Dean and Christine to catalog in MODS or DC. thousand item-level records. Now that De Catanzaro, “The Strongest Link: Likewise, staff members who the process is fully integrated, produc- The Management and Processing of were familiar with collections tivity levels are expected to increase Archival Collections,” Archival Issues: in an EAD–centric way needed dramatically. Journal of the Midwest Archives more training so that they could The effect of the changes has Conference 27, no. 2 (2002): 125–36; be comfortable breaking collec- been positive. The quality and quanti- Christine Weideman, “Accessioning tions apart, thus advancing to ty of information about the university’s as Processing,” American Archivist the goal of not limiting users by archival collections have been vastly 69, no. 2 (Fall/Winter 2006): 274–83; provenance. improved for the user community. Matt Gorzalski, “Minimal Processing: This improved quality and quantity Its Context and Influence in the has been accomplished with existing Archival Community,” Journal of Conclusions Archival Organization 6, no. 3 (2008): staff and resources. The response from 186–200. Libraries and archives are immersed users and other library staff has been 5. Chris Prom and Scott A. Schwartz, in the trend toward rapidly grow- universally positive. This reorganiza- “A Unified, Standards-Compliant ing demand for services while fac- tion is but one example of the evolu- System for Describing Archives and ing stagnant or diminished resources. tion taking place as libraries struggle Manuscript Collections” (2004), Success in this environment requires to keep up with rapidly changing www.archon.org/ICRGrant2004.pdf innovative management practices that demands for services and products. (accessed June 1, 2009). maximize resources while focusing on 6. William E. Landis, “Nuts and Bolts: the needs of current and prospec- References Implementing Descriptive Standards to Enable Virtual Collections,” tive users. This paper described one 1. Anne Gilliland-Swetland, Enduring Journal of Archival Organization 1, approach to improving and extending Paradigm, New Opportunities: The no. 1 (2002): 81. services without adding staff or sig- Value of the Archival Perspective in 7. Elizabeth Yakel, “Encoded Archival nificantly increasing the overall opera- the Digital Environment (Washington, Description: Are Finding Aids tional budget. D.C.: Council on Library and Boundary Spanners or Barriers The University of Denver’s Penrose Information Resources, 2000), www for Users?” Journal of Archival 270 Colati, Crowe, and Meagher LRTS 53(4)

Organization 2, no. 1 (2004): 63–78; Services Librarians: Extending Our 16. University of Virginia Library, Lisa R. Coats, “Users of EAD Finding Reach,” Technical Services Quarterly Electronic Text Center, Text Encoding Aids: Who Are They and Are They 25, no. 4 (2008): 37–47. Initiative Guidelines for Electronic Satisfied?” Journal of Archival 12. University of Denver Penrose Library, Text Encoding and Interchange (P4), Organization 2, no. 3 (2004): 25–39; Descriptive Policies and Practices http://etext.lib.virginia.edu/standards/ Wendy Duff and Penka Stoyanova, Manual (Denver: University of tei/teip4/index.html (accessed June 1, “Transforming the Crazy Quilt: Denver Penrose Library, 2007–). 2009). Archival Displays from a Users’ 13. Dublin Core Metadata Initiative, 17. Greene and Meissner, “More Product Point of View,” Archivaria 45 (1998): http://dublincore.org (accessed Less Process.” 44–79. June 1, 2009); Library of Congress, 18. Andrea Rosenbusch, “Are Our Users 8. Jennifer Schaffner, The Metadata Metadata Object Description Schema Being Served? A Report on Online is the Interface: Better Description (MODS), MODS Schemas, www.loc Archival Databases,” Archives and for Better Discovery of Archives and .gov/standards/mods (accessed June Manuscripts 29, no. 1 (2001): 50. Special Collections, Synthesized from 1, 2009). 19. Digital Library Federation, Digital User Studies (Dublin, Ohio: OCLC 14. Society of American Archivists, Library Federation/Aquifer Research, 2009), www.oclc.org/pro Richard Pearce-Moses, A Glossary Implementation Guidelines for grams/publications/reports/2009-06. of Archival and Records Terminology Shareable MODS Records, version pdf (accessed June 1, 2009). (2005), www.archivists.org/glossary/ 1.1, (Mar. 2009), http://wiki.dlib 9. Ibid. index.asp (accessed June 1, 2009); .indiana.edu/confluence/download/ 10. Anglo-American Cataloguing Rules, Society of American Archivists, attachments/24288/DLFMODS_ 2nd ed., 2002 rev. (Ottawa: Canadian Encoded Archival Description Tag ImplementationGuideLines.pdf Library Assn.; London: Charter Library, version 2002 (Chicago: (accessed Aug. 16, 2009). Institute of Library and Information Society of American Archivists, 2002); 20. Elisabeth Betz Parker, Graphic Professionals; Chicago: ALA, 2002). also available at www.loc.gov/ead/ Materials: Rules for Describing 11. David Banush, “Stepping Out: The tglib/index.html (accessed June 16, Original Items and Historical Expanding Role of Catalogers in 2009); Describing Archives. Collections (Washington, D.C.: Academic Libraries and Academic 15. Library of Congress, METS: Metadata Library of Congress, 1982); Chicago Institutions,” Cataloging & Encoding and Transmission Standard, Manual of Style, 15th ed. (Chicago: Classification Quarterly 45, no. www.loc.gov/standards/mets (accessed University of Chicago, 2003). 3 (2008): 81–90; Joan M. Gregory, June 1, 2009); Resource Description Alice I. Weber, and Shona R. Dippie, Framework, RDF, www.w3.org/RDF “Innovative Roles for Technical (accessed June 1, 2009). 53(4) LRTS 271

Book Reviews Edward Swanson

Shelflisting Music: Guidelines for of the shelflisting process through the or through subscription service. The Use with the Library of Congress use of flowcharting, helpful tables, flowcharts are a perfect demonstration Classification: M. 2nd edition. By shelflisting guidelines with examples, of why an online format might have Richard P. Smiraglia. Lanham, Md.: and a glossary. In fact, the changes been a more appropriate medium. Scarecrow and the Music Library between editions are minor, consisting Due to the limitations of page length, Association, 2008. 37p. $15.00 largely of wording differences, a symbol bearing Greek lettering is softcover (ISBN 978-0-8108-5418-5). updated references, and the addition presented in order to connect between Music Library Association Technical of the introductory statement to the charts that run over more than one Reports 30. instruction sheet for shelflisting music page. These limitations do not exist A Manual for the Performance materials from the Subject Cataloging online; furthermore, the online format Library. By Russ Girsberger. Lanham, Manual: Shelflisting.1 Given the could easily address the font size issue Md.: Scarecrow, 2006. $45.00 softcover intricacies of the content that these so that the reader would not need to (ISBN 978-0-8108-5871-8). MLA guidelines are meant to accompany, make use of a magnifying glass in order Basic Manual Series 6. this technical report serves music to read the flowcharts. The flowcharts Richard P. Smiraglia, professor catalogers or those catalogers whose themselves are tremendously useful at the Palmer School of Library and responsibilities include the shelflisting and describe at the most granular Information Science at Long Island of music; in other words, Smiraglia level the thought process the cataloger University, published his first edition assumes a general understanding of must use to properly shelflist music of Shelflisting Music in 1981, a time LCC and shelflisting. materials. when most libraries kept a card shelf- Smiraglia’s presentation of his Other materials are available list and when the card catalog music shelflisting guidelines is concise that offer coverage similar to that proliferated as the primary means but thorough, dense but effective. of Smiraglia’s Shelflisting Music, in of accessing the library’s holdings. Particularly noteworthy is the section particular the guidelines presented on Libraries have undergone significant “Guidelines for Shelflisting Music,” the Yale Music Cataloging website.2 changes since that time, increasingly in which he provides an organized Nevertheless, no other individual has automating their card catalogs to narrative of his guidelines complete presented a guide quite as thorough provide online access to patrons. with helpful examples that clearly and with as much clarity as Smiraglia; Despite the change in means of access, demonstrate the author’s intent. When oftentimes other available guides the intellectual process of shelflisting using this guide in shelflisting music make reference to his guidelines. The music remains intact. It continues materials, it is important to distinguish author clearly met his objectives for to be a complex process in which between the process of shelflisting the publication of the second edition additional guidance is warranted. and the application of the shelflisting by providing updated content that is Smiraglia’s guidelines are guidelines. The two are undoubtedly as relevant today as it was in 1981. intended to be used with the Library interconnected; however, Smiraglia But in a world where so many of the of Congress Classification (LCC) M makes the distinction by separating tools used in cataloging are accessible schedule. They “represent an update them, so becoming familiar with online through Cataloger’s Desktop and expansion of those first set in print the overall structure of the book is or other products, the opportunity to by Virginia Cunningham in 1961, and necessary before attempting to make offer these valuable guidelines in this incorporate rules presented by Helvi practical use of it. format may have been overlooked.3 Jaakola at the 1971 Institute on Library In light of the fact that the Library A Manual for the Performance of Congress Music Cataloging Policies of Congress published the first edition Library is intended to assist the and Procedures” (ix). He further bases of their shelflisting manual in 1987, performance librarian in the myriad his guidelines on years of experience and that today it can be accessed both processes necessary to support a as a music cataloger, evident by his in print and online, it is unfortunate performing ensemble’s needs, from practical suggestions throughout the that this particular technical report acquiring scores and parts to preparing text. was not issued simultaneously, if not and distributing them. Considering the In keeping with the first edition, exclusively, as an online publication, wide variety of performing ensembles this technical report contains an analysis available through download purchase and their affiliations, a performance 272 Book Review LRTS 53(4)

librarian can be a student, a volunteer, strategies for problem solving, and procedures manual. While implicit a musician in the ensemble, or one in a inclusion of checklists and reproducible in the decision-making process, it team of librarians. In his manual, Russ forms. In this way, it is evident that the carries enough significance to warrant Girsberger, the ensemble librarian manual not only serves as a starting emphasis in a manual that aims to be at the Juilliard School, provides “the point for the new performance inclusive. basic principles and practices for librarian but as a reference tool for the Surveying the literature reveals acquiring, processing, preparing, and more seasoned performance librarian. the manual’s uniqueness in coverage. distributing music to performers . . . Because the author handles each Whereas other handbooks and manuals [and] procedures for the organization, primary responsibility separately, any focus on a particular type of library, cataloging, care, and preservation of chapter can be isolated and consulted; Girsberger provides overarching the library’s holdings” (ix). however, if the content of the chapter guidelines for the performance The manual begins with a chapter does not delve into the depth of library, regardless of size, means, and defining the duties of a performance coverage needed, Girsberger provides type. By highlighting the common librarian through a survey of desirable a valuable bibliography that will lead responsibilities and challenges, A qualifications and responsibilities most the reader to resources that expand Manual for the Performance Library is often listed in job advertisements. on specific topics, such as copyright an accessible and useful tool for the full This is especially informative for those and preservation, that fall outside the spectrum of performance librarians.— interested in pursuing a career as scope of his manual. Sandy Rodriguez (rodriguezsan@ a performance librarian. Girsberger’s As the author has attempted to umkc.edu), University of Missouri– book is logically organized, covering produce a manual that can address Kansas City. acquisitions, cataloging, processing, all ensemble types, there are some part preparation, distribution, and sections that may not apply to a given References other related duties. Following the text reader, notably the section on bowings. 1. Library of Congress, Cataloging is an extensive appendix containing Girsberger does an excellent job of Policy and Support Office, “G800 examples of forms, sample categories encompassing the various aspects of the Music Materials,” in Subject for musical forms and subject wide range of performing ensembles, Cataloging Manual: Shelflisting, 2nd headings, and a list of recommended addressing everything from paper- ed. (Washington, D.C.: Cataloging supplies for the performance library. based libraries to fully automated Distribution Service, Library of He also includes a short glossary, libraries. As a result, decisions must Congress, 1995). 2. Irving S. Gilmore Music Library, comprehensive bibliography, and an be applied on the basis of what would Music Cataloging at Yale, www.library index. most appropriately fit the needs of the .yale.edu/cataloging/music/musicat Although Girsberger claims to particular ensemble and considering .htm (accessed Mar. 16, 2009). provide the basics of operating and the available resources. However, 3. Library of Congress, “Cataloger’s maintaining a performance library, he Girsberger never explicitly stresses the Desktop,” http://desktop.loc.gov is thorough in his use of examples, need for keeping a local practices-and- (accessed May 18, 2009).

Index to Advertisers

Archival Products...... 215 Etherington ����������������������������������������������������������������������������������������������������������������������������������������������������������������������253 Library of Congress...... cover 2 Library Technologies...... cover 3 LITA ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������276 53(4) LRTS 273

Index Volume 53, 2009

Compiled by Edward Swanson

General Procedures Used in Compiling the Index

The following types of entries are included:

a. authors—of articles, reviews, and letters b. titles—of articles and of articles about which letters were published c. subjects—of articles and of books reviewed

Subject entries for individuals and corporate bodies are identified by “about”; letters are identified by “letters”; pictures of individuals are identified by “port.” Reviews are indexed by name of reviewer and by subject of the work reviewed, identi- fied by “reviews.” They also are listed by title under the heading “Books Reviewed.”

Paging of Volume 53: Pages 1–64 = Number 1 (January) Pages 65–136 = Number 2 (April) Pages 137–212 = Number 3 (July) Pages 213–276 = Number 4 (October)

A Archival materials “Automated Metadata Harvesting: Low- Academic dissertations cataloging of, 261–70 Barrier MARC Record Generation subject access to: 243–50 integration into technical services from OAI-PMH Repository Stores Academic libraries workflow, 261–70 Using MarcEdit” 121–34 Association for Library Collections & graphic novels in: 166–73 B Academic libraries, 139–58 Technical Services Acquisition of library materials, 231–42 Annual Report, 2008–9, 216–18 “Better, Faster, Stronger: Integrating bibliography, 240–42 LRTS editorial board, 2, 214 Archives Processing and Technical electronic resources, 236–37 “Association for Library Collections and Services” 261–70 organization of, 238–39 Technical Services Annual Report Bibliographic data “Acquisitions Globalized: The Foreign 2008–9” 216–18 consistency in, 25–40 Language Acquisitions Experience in a Audiovisual materials quality of, 25–40 Research Library” 86–93 cataloging of, reviews 208–9 Bibliographic records Adey, Helen, reviews 62–63 “Author-Assigned Keywords versus batchloading of, 53–61 ALCTS, see Association for Library Library of Congress Subject Headings: Blake, Kirsten, 94–107 Collections & Technical Services Implications for the Cataloging of Blogs Alonso-Ragalado, Jesús, 139–58 Electronic Theses and Dissertations” use in cataloging, 251–60 American Library Association 243–50 “Book Review” 62–63, 135–36 and Library of Congress card distribu- Author-supplied data, 243–50 “Book Reviews” 208–12, 271–72 tion program, 68–78 Authority control of series, 79–85 274 Index LRTS 53(4)

Books Reviewed Copy cataloging “From Innovation to Transformation: Analyzing Library Collection Use with study and teaching, 219–30 A Review of the 2006–7 Serials Excel (Greiner and Cooper), 209–10 Corporate name headings Literature” 3–14 Building Digital Libraries: A How-to- authority control of, 94–107 Fund allocation, 232–33 Do-It Manual (Reese and Banerjee), creation in electronic resources man- 212 agement systems, 94–107 G Cataloging of Audiovisual Materials Idaho, 197–207 Giambi, M. Dina, 216–18; port., 216 and Other Special Materials: “Creating Organization Name Authority Glackin, Barbara C., 197–207 A Manual Based on AACR2 and with an Electronic Resources Graphic novels, 166–73 MARC 21 (Olson, with Bothmann Management System” 94–107 “Graphic Novels in Libraries Supporting and Schomberg), 208–9 “Criticism of Cataloging Code Reform, as Teacher Education and Librarianship E-Journal Invasion: A Cataloger’s Seen in the Pages of Library Resources Programs” 166–73 Guide to Survival (Heinrich), 62–63 and Technical Services (1957–66)” A Manual for the Performance Library 15–24 H (Girsberger), 271–72 Crowe, Katherine M., 261–70 Hearn, Stephen, 25–40 Metadata (Zeng and Qin), 135–36 “How the Current Draft of RDA Addresses Organizing Audiovisual and Electronic D the Cataloging of Reproductions, Resources for Access: A Cataloging Facsimiles, and Microforms” 159–65 Guide (Hsieh-Yee), 208–9 Davis, Trisha L., 231–42 “Descriptive Metadata for Digitization Radical Cataloging: Essays at the Front I (Roberto, ed.), 210–12 of Maps in Books: A British Library “Idaho Participation in NACO: The Effect Shelflisting Music: Guidelines for Project” 108–20 on Idaho Corporate Name Authority Use with the Library of Congress Digital libraries, reviews 212 Control” 197–207 Classification: M (Smiraglia), 271– Digitization projects name authority control in, 185–95 72 J Booksellers, 235–36; see also Library Dissertations, see Academic dissertations materials—vendors of Dragon, Patricia M., 185–95 Johnson, Peggy, 2, 66–67, 138, 214; port., British Library, 108–20 Dunham, Barbara S., 231–42 2, 66, 138, 214 Budgets, 232–33 Juvenile literature, 166–73 E C East Carolina University, 185–95 K “Can Blogging Help Cataloging? Using Eastern North Carolina Postcard Keywords a Blog and Other Web 2.0 Tools to Collection, 185–95 author-assigned, 243–50 Enhance Cataloging Section Activities” “Editorial” 2, 66–67, 138, 214 in cataloging academic dissertations, 251–60 Edmunds, Jeff, 53–61 243–50 Caribbean area studies Ehlert, Mark K., reviews 135–36 Knowlton, Steven A., 15–24, 159–65 library services in, 139–58 Electronic journals, see also Serial Kowal, Kimberly C., 108–20 Carr, Patrick L., 3–14 publications Catalog cards, see also Printed catalog cataloging of, reviews 62–63 L cards Electronic resources Latin American area studies Catalog codes, see Cataloging––rules access to, 53–61 library services to, 139–58 Catalogers acquisition of, 236–37 “Librarian for Latin American and training of, 219–30 licensing of, 238 Caribbean Studies in U.S. Academic Cataloging, reviews 210–12 management of, 237–38 and Research Libraries: A Content rules—influence of Library of Congress subject access to, 243–50 Analysis of Position Announcements, on, 68–78 Electronic resources management systems 1970–2007” 139–58 rules—revision of, 15–24 name authority control in, 94–107 Librarians standards—influence of Library of ERM, see Electronic resources manage- position descriptions, 139–58 Congress on, 68–78 ment systems Library collections use of blogs in, 251–60 Excel, reviews 209–10 subject access to, 174–84 Chen, Sherab, 251–60 Extensible Markup Language, 41–52 Library materials Colati, Gregory C., 261–70 prices of, 233–34 Collection analysis, reviews 209–10 F vendors of, 235–36; see also “Comparing Catalogs: Currency and Facsimiles Booksellers Consistency of Controlled Headings” cataloging of—rules, 159–65 Library of Congress 25–40 Folkner, Cheri A., 197–207 card distribution program, 68–78 Continuing resources, see also Serial pub- Foreign language publications, see Non- Library of Congress classification lications English language publications Class M, reviews 271–72 53(4) LRTS Index 275

Library of Congress subject headings Oregon State University, 79–85 Swanson, Edward, 62–63, 135–36, 208– changes to, 25–40 12, 271–72, 273 Library Resources & Technical Services, P–Q T 2, 15–24, 214 Paraprofessional staff members Licensing training of, 219–30 Technical services electronic resources, 238 PCC, see Program for Cooperative integration of archival materials into “Literature of Acquisitions in Review, Cataloging workflow, 261–70 2004–7” 231–42 Performance libraries, reviews 271–72 Theses, see Academic dissertations Literature reviews Peterson, Damen V., 166–73 “Training Successful Paraprofessional acquisitions, 2004–07, 231–42 Postcards Copy Catalogers” 219–30 serials, 2006–07, 3–14 cataloging of, 185–95 LRTS, see Library Resources & Technical Printed catalog cards U Services history of, 68–78 University of Denver, 261–70 M Program for Cooperative Cataloging, University of Tennessee, 41–52 Name Authority Cooperative Program, “User Tags versus Subject Headings: Can Management see Name Authority Cooperative User–Supplied Data Improve Subject electronic resources, 237–38 Program Access to Library Collections?” 174– Maps 84 digitization of, 108–20 R User-supplied data metadata for, 108–20 for subject access, 174–84 MARC records, 121–34 Ragalado, Jesús Alonso-, see Alonso- “Using Batchloading to Improve Access to MarcEdit, 121–34 Ragalado, Jesús Electronic and Microform Collections” Martyn, Christophe, 108–20 RDA, see Resource Description and 53–61 Meagher, Elizabeth S., 261–70 Access Reese, Terry, 121–34 Metadata, reviews 135–36 V for maps, 108–20 Reproductions harvesting of, 121–34 cataloging of—rules, 159–65 Valente, Colleen, 219–30 name authority control of, 41–52 Research libraries, 139–58 Van Ullen, Mary K., 139–58 Microforms Resource Description and Access, 159–65 Veve, Marielle, 41–52 Rodriguez, Sandy, reviews 271–72 access to, 53–61 W cataloging of—rules, 159–65 Rolla, Peter J., 174–84 Mugridge, Rebecca L., 53–61 Rutgers University, 86–94 Ward, Judit H., 86–93 Music materials Wartzok, Sue, reviews 210–12 shelflisting of, reviews 271–72 S Web 2.0 tools Samples, Jacquie, 94–107 in cataloging, 251–60 N Sapon-White, Richard E., 79–85 Weihs, Jean, reviews 208–9 NACO, see Name Authority Cooperative Saylor, Nicole, reviews 212 White, Richard E. Sapon-, see Sapon- Program Serial publications, 3–14; see also White, Richard E. Name authorities, 41–52, 185–95, 197– Electronic journals “‘Wholly Visionary’: The American Library 207 access to, 7–9 Association, the Library of Congress, “Name Authority Control in Local bibliography, 12–14 and the Card Distribution Program” Digitization Projects and the Eastern management of, 9–10 68–78 North Carolina Postcard Collection” Serials librarianship, 3–14 Williams, Ginger, see Williams, Virginia 185–95 “Series Authority Control at Oregon Kay Name Authority Cooperative Program State University after the Library of Williams, Virginia Kay, 166–73; reviews Idaho, 197–207 Congress’s Serials Policy Change” 209–10 Non-English language publications 79–85 X–Z acquisition of, 86–94 Series cataloging of, 251–60 authority control of, 79–85 XML, see Extensible Markup Language “Notes on Operations” 41–61, 86–134, Shelflisting Yee, Martha M., 68–78 185–207, 251–70 music materials, reviews 271–72 Strader, C. Rockelle, 243–50 O Subject access OAI–PMH, see Open Archives Initiative with user–supplied data, 174–84 Protocol for Metadata Harvesting Subject headings, 174–84 Ohio State University, 243–50, 251–60 “Supporting Name Authority Control in Open Archives Initiative Protocol for XML Metadata: A Practical Approach Metadata Harvesting, 121–34 at the University of Tennessee” 41–52

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