Effective management of all information resources in a library is essential to its smooth operation. All of the technicalities of classification, Machine Readable Cataloging (MARC) records, details on the Online Public Access Catalog (OPAC), specificity of subject headings and more play a part in this. The ultimate goal of my library is facility of use for my patrons, and providing accurate and varied means of access to materials is a key component in making it happen.
The Organization and Access course taught me all about the cataloging process. While taking the course, I realized that as a practicing librarian, I was pretty clueless about cataloging, not only about how complicated it is but also the impact that cataloging decisions have on the overall operation of the library. I inherited a skilled, experienced cataloger along with my position, and she maintains the records on our OPAC, which offers bibliographic information on each of our collection items. As I learned about descriptive and copy cataloging, cataloging rules, MARC records, classification schemes and terminology, I gained a new appreciation for all that my cataloger does, and I realized that I, too, should become a part of the decision-making process. For example, I should give input into the subject headings that are used for materials in the collection, making sure that they are suited to the needs of the students and teachers at my school. A librarian uses the Sears List of Subject Headings (Sears), the Library of Congress Subject Headings(LCSH), or some other list of standard subject headings to select the subjects under which the item will be listed. Use of an approved list is important for consistency to ensure that all items on a particular subject are found under the same heading and therefore in the same place in the catalog. Sometimes we need to search for approved headings that relate to our school’s curriculum or the interests of our particular patrons.
Our main assignment for the course was to complete an Organization and Access Section of our Policy Manual in which we explained our cataloging system as well as the details of all of the technical services we provide for our libraries. My final product spells out everything about the processing and placement of my library’s materials. It includes the technical responsibilities of the staff and our cataloging process, as well as our weeding and inventory policies. I believe that creating this document was an exercise in leadership for me because it helped me to articulate the importance of my library’s technical services and the impact it has on the school community. It also forced me to take a look at areas where I could step up to the plate and become a more active participant in the cataloging process. Now that I know how it works, I will be taking an active role in the decisions made, including subject headings, Dewey Decimal classification and cataloging of non-print materials.
Although I have not made great use of the detailed Policies and Procedures Manual that I developed for the course, I believe that having everything spelled out in such a specific manner can be of great benefit to everyone. I am starting to think of places where I might make the manual available for my school community, perhaps starting with my library website. When I have my first one-on-one meeting with the new Lower School Head, I will take in a copy of the manual and give it to her as we discuss my library’s purpose and goals. It is important that everyone in the school community be aware of the library’s procedures. Smooth operations in the library can lead to better student achievement.
The Organization and Access course taught me all about the cataloging process. While taking the course, I realized that as a practicing librarian, I was pretty clueless about cataloging, not only about how complicated it is but also the impact that cataloging decisions have on the overall operation of the library. I inherited a skilled, experienced cataloger along with my position, and she maintains the records on our OPAC, which offers bibliographic information on each of our collection items. As I learned about descriptive and copy cataloging, cataloging rules, MARC records, classification schemes and terminology, I gained a new appreciation for all that my cataloger does, and I realized that I, too, should become a part of the decision-making process. For example, I should give input into the subject headings that are used for materials in the collection, making sure that they are suited to the needs of the students and teachers at my school. A librarian uses the Sears List of Subject Headings (Sears), the Library of Congress Subject Headings(LCSH), or some other list of standard subject headings to select the subjects under which the item will be listed. Use of an approved list is important for consistency to ensure that all items on a particular subject are found under the same heading and therefore in the same place in the catalog. Sometimes we need to search for approved headings that relate to our school’s curriculum or the interests of our particular patrons.
Our main assignment for the course was to complete an Organization and Access Section of our Policy Manual in which we explained our cataloging system as well as the details of all of the technical services we provide for our libraries. My final product spells out everything about the processing and placement of my library’s materials. It includes the technical responsibilities of the staff and our cataloging process, as well as our weeding and inventory policies. I believe that creating this document was an exercise in leadership for me because it helped me to articulate the importance of my library’s technical services and the impact it has on the school community. It also forced me to take a look at areas where I could step up to the plate and become a more active participant in the cataloging process. Now that I know how it works, I will be taking an active role in the decisions made, including subject headings, Dewey Decimal classification and cataloging of non-print materials.
Although I have not made great use of the detailed Policies and Procedures Manual that I developed for the course, I believe that having everything spelled out in such a specific manner can be of great benefit to everyone. I am starting to think of places where I might make the manual available for my school community, perhaps starting with my library website. When I have my first one-on-one meeting with the new Lower School Head, I will take in a copy of the manual and give it to her as we discuss my library’s purpose and goals. It is important that everyone in the school community be aware of the library’s procedures. Smooth operations in the library can lead to better student achievement.