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Employers’ Expectation for Entry-Level Catalog Librarians: What Position Announcement
Data Indicate
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Sylvia Hall-Ellis, PhDLibrary & Information
Science Program
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Reasons for the study
Preparing entry-level catalogers (part of my research agenda)Teaching cataloging course sequence
Beginning Cataloging & Classification Descriptive Cataloging Subject Cataloging Managing Electronic Records Special Topic: Technical Services Administration
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Basis for the study
New LIS Program Accredited June 2004
Significant investment in cataloging courses
Align course content & learning experiences with employers’ expectations
Ensure that employers were hiring entry-level catalog librarians
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Background research study #1
The Cooperative Cataloging Council (CCC) suggested that library school faculty who are responsible for teaching basic organization and cataloging courses would prepare new catalog librarians with a list of overall skills to meet students’ and perspective employers’ expectations.
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Background research study #2
Association for Library Collections & Technical Services (ALCTS) issued an educational policy statement, June 1995.
Theoretical framework of knowledge and skills for new library school graduatesintellectual access and information organization; preserving access; identification, selection, and acquisition of information resources; management skills; and, research analysis and interpretation skills.
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Background research study #3
Kellogg-ALISE Information Professions and Education Reform Project (KALIPER).
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Stages of cataloger education
Formal graduate program
On-the-job training
Continuing education experiences throughout a career
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Research Question #1
Which academic preparation, technical skills and competencies do employers expect entry-level catalog librarians to possess?
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Research Question #2
Do employers’ expectations regarding the academic degrees and cataloging course work, technical skills and competencies differ among types of libraries (academic, special, public and school)?
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Research Question #3
What are the academic preparation, technical skills and competencies included in a “typical” position announcement for an entry-level catalog librarian?
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Methodology
Descriptive content analysis
Review of 495 position announcements for catalog librarians
September 1, 2000 through August 31, 2003
American Libraries (print & online versions)
AutoCAT
Colorado State Library Jobline
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Raw data set
151 positionsAcademic
• University – 90
• 4-year College – 12
• Community college – 6
Public – 22
Special – 20
School – 1
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61 variables in 6 categories
General employer descriptionAcademic preparation Cataloging, classification, authority control Related technical services or bibliographic control tasks Assignments outside domain Communication competencies and work-based relationships
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Definition of entry-level
ALA-accredited MLIS (or foreign equivalent)
Fewer than 2 years of post-MLIS experience
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Position description components
academic preparation
required qualifications
preferred competencies and skills
primary work assignment functions
institutional information
specific resources available through Web sites and hyperlinks
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What do the data indicate?
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Summary observations
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Observation #1
Employers expect entry-level catalogers to have knowledge & competency with cataloging tools
Anglo-American Cataloging Rules (96%)
Library of Congress Rule Interpretations (58.6%)
“Other standard cataloging tools” (59.8%)
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Observation #2
Employers expect entry-level catalogers to have knowledge about authority work
MARC 21 authority format Authority records (94.7%) Authority files (59.3%)
• Contributing• Maintaining
Relationship of authority records, files and integrated library systems (59.1%)
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Observation #3
Employers expect entry-level catalogers to have knowledge & competency with MARC 21
Each MARC 21 bibliographic format
Specified formats• Electronic resources (30.7%)
• Continuing resources (23.3%)
• Archival resources (12%)
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Observation #4
Employers expect entry-level catalogers to have knowledge & competency with classification schemes
Library of Congress Classification (30.7%)
Dewey Decimal Classification (94.7%)
Superintendent of Documents (59.3%)
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Observation #5
Employers expect entry-level catalogers to have knowledge & competency with subject headings
Library of Congress Subject Headings (91.4%)
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Observation #6
Employers expect entry-level catalogers to have knowledge & competency with at least one bibliographic utility
“General use of bibliographic utility” (83.7%)
OCLC (71.3%)
RLIN (8%)
OCLC & RLIN (4.5%)
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Observation #7
Employers expect entry-level catalogers to be able to
handle routine maintenance (69.3%) and policy development (18%) for bibliographic (69.3%) and metadata (25.3%) databases acquisitions (5.3%) and subscriptions (10%) to databases and electronic journals and serials management (23.3%) support an ILS (12%)
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work regular shifts (frequently during evening and week-end hours) on a reference desk (26%)
handle collection development responsibilities (39.3%)
as a liaison to faculty members (28%) in academic institutions
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Observation #8
Employers expect entry-level catalogers to Be flexible regarding assignments (26.7%)
Maintain committee participation (34.7%)
Assume responsibilities for special projects (40.6%)
Possess effective verbal (59.4%) and written (59.4%) communication skills
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Academic Preparation
0.0%20.0%40.0%60.0%80.0%
100.0%120.0%
Incl
usi
on
Fre
qu
ency
Accredited librarydegree
Catalog course(s)
Additional graduatedegree
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Theoretical Basis of Organization
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
120.0%
AA
CR
2r
LC
RI
Auth
ority
contr
ol
Cla
ssific
ation
Subje
ct
headin
gs
Bib
liogra
phic
utility
MA
RC
form
ats
Rela
ted c
ata
login
g t
ools
Inclu
sio
n F
req
uen
cy
Public
Special
Community College
4-Year College
University
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Competencies
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%
Incl
usi
on
Fre
qu
ency
Public
Special
Community College
4-Year College
University
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Final thoughts
Employers expect entry-level catalogers to possess broad-based theoretical knowledge, extensive hands-on experience, mastery of computer-based tools and system-specific familiarity that appear to exceed the requirements and preferences stated in position announcements and the content of beginning cataloging courses
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“Descriptive Impressions of Entry-Level Cataloger Positions as Reflected in American Libraries, AutoCAT, and the Colorado State Library Jobline, 2000-2003.” Cataloging & Classification Quarterly 40, no. 2 (2005).
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Questions?