Employers’ Expectation for Entry-Level Catalog Librarians: What Position Announcement
Data Indicate
Sylvia Hall-Ellis, PhDLibrary & Information
Science Program
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
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
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.
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.
Background research study #3
Kellogg-ALISE Information Professions and Education Reform Project (KALIPER).
Stages of cataloger education
Formal graduate program
On-the-job training
Continuing education experiences throughout a career
Research Question #1
Which academic preparation, technical skills and competencies do employers expect entry-level catalog librarians to possess?
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)?
Research Question #3
What are the academic preparation, technical skills and competencies included in a “typical” position announcement for an entry-level catalog librarian?
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
Raw data set
151 positionsAcademic
• University – 90
• 4-year College – 12
• Community college – 6
Public – 22
Special – 20
School – 1
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
Definition of entry-level
ALA-accredited MLIS (or foreign equivalent)
Fewer than 2 years of post-MLIS experience
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
What do the data indicate?
Summary observations
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%)
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%)
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%)
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%)
Observation #5
Employers expect entry-level catalogers to have knowledge & competency with subject headings
Library of Congress Subject Headings (91.4%)
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%)
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%)
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
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
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
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
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
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
“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).
Questions?