Teaching and Leadership
College of Education
EDTH 737
Cataloging and Classification
Credit Hours:
Instructor:
Semester:
Phone Number:
E-mail:
Office Hours:
3
Mrs. Michelle Hudiburg
Spring 2012
620-235-4507 (W) 620-215-2554 (Cell)
mhudibur@pittstate.edu
M-W – 9:30 to 11:30 AM
M and W – 2 to 4 PM
1st and 3rd Tuesday of each month – KC Metro Center from 10AM
– 4:30 PM, by appointment
I am usually on campus until at least 2:00 everyday, but hours
posted above are my official office hours this semester.
By appointment
Catalog Description:
Principles in the development, theory, and practice of the organization and retrieval of
information in various formats. Includes automated and manual indexing systems,
classification, and cataloging. Access to information is emphasized with development of
curriculum materials and utilization of resources.
Purpose (My conception of the course):
This course will instruct the learner in the theory and practical application of library
organization, including cataloging, classification, policy and collection development.
Course Objectives:
Upon completion of this course the student will be able to:
1. Use the Dewey Decimal system to catalog works of nonfiction.
2. Discuss the history or cataloging and its impact on library organization.
3. Apply the concepts of collection development to a library’s holdings.
4. Evaluate materials to be included in a library collection.
5. Understand the different parts of a MARC record and explain their relevance to
current cataloging practices.
6. Utilize copy cataloging and apply the method to a working library database.
7. Make decisions about the cataloging and classification of all materials included in
a library collection (books, video, realia, etc)
8. Create policies and procedures appropriate and necessary for a school library.
Resources (required):
Web Dewey Abridged. You will be given a username and password to access this
database when we begin learning Dewey.
Karpuk, D. (2008). Kidzcat: A How-to-do-it Manual for Cataloging Children’s Materials
and Instructional Resources. New York: Neal-Schuman Publishers.
Various library and internet resources
Teaching Strategies:
Lecture, demonstration, hands-on experience, discussion boards, readings, podcasts and
screencasts, possible synchronous sessions using Skype or another media
EVALUATION, GRADING SCALE & CLASSROOM POLICY
Class Policies
Students are expected to submit their own work. Disrespect will not be tolerated. As this
class is part of an online environment and is of an asynchronous nature, attendance will
not usually play a factor. However, sometimes life situations may interfere with your
ability to “attend” class on any given week and in this case we will work on a case-bycase basis. If you know in advance that you will have to miss a week of course work it is
your responsibility to talk with me about completion of assignments, etc.
Assignments and Incomplete Policy
Assignments must be received by the due date and time. If assignments are not submitted
through the Digital Drop Box by the specified time, they will be considered late.
No late work will be accepted unless arrangements are made with the instructor.
Check ANGEL daily for updates and announcements.
Incompletes will not be processed as late assignments, but as a cumulative late
assignment, which means that points will be deducted. Assignments submitted after
taking an incomplete will not be awarded a grade higher than 93%. If an incomplete is
not finalized by the end of a one-year period, the "I" will automatically change to a grade
of "F" as per PSU's existing policy.
Information regarding the university’s stance on attendance, severe weather, academic
integrity, dropping courses, etc. can be found using the following link:
http://www.pittstate.edu/dotAsset/c76cfbbd-c6ad-4bcf-b89f-60d322b880f6.pdf
Written Communication Skills: All text submitted should represent the writer’s best
writing skills. Spelling, punctuation, grammar, and sentence structure will be evaluated in
each assignment and graded accordingly.
Assessment Strategies:
Checklist, Quizzes, Rubric, Journaling/Weblog, Projects and Examination
Grading Scale:
A----------------90-100%
B----------------80-89%
C----------------70-79%
D----------------60-69%
F-----------------below 60%
COURSE FORMAT
This course will cover both theory and practical experience. The first part of the course
will focus on the history and evolution of current cataloging practices. The second phase
of the course will turn to the practical application of the theory learned in the fist part of
the course. Combining these two aspects should provide students with a solid knowledge
of cataloging and its implications for the library profession.
1. Cataloging History and Theory:
Through reading, discussion and lecture students will gain an understanding
of the history and theory behind the practice of library cataloging. From the
libraries of Alexandria to current school and public entities, we will discuss
trends and issues related to cataloging and classification practices in all types
of library systems. The Dewey Decimal System and the MARC record will be
strongly emphasized. OCLC and other purchased databases will be addressed.
2. Cataloging Practice:
Students will participate in hands-on projects and problems in cataloging,
which provide practical experience. The standard cataloging practices in
participating schools will also be addressed, including cataloging, processing,
inventory, client access and circulation.
3. Collection Development, Policies and Procedures:
Developing a strong collection includes being familiar with evaluation,
selection, acquisition, and deselection of library materials. Through
discussion, exploration and personal interview students will begin to
understand the process of building a collection in a school library.
During this program of study, students create a Policy and Procedure Manual
detailing the learning community’s mission statement, goals, objectives,
policies and procedures. Within this cataloging course additional components
including interlibrary loan and the policies and procedures for acquiring,
accessing and retrieving information will be added to the manual. Divisions
will also address how the media center respects and upholds the rights of users
in matters of privacy and confidentiality of records, as well as how the media
center provides equitable intellectual access to resources and services.
4. Discussions:
Participation in weekly discussion posts will be a mandatory part of the entire
course. As this course is presented in a strictly online format, the discussion
boards are where we develop conversations, build relevance and strengthen
relationships. You will be expected to participate with substantial postings
throughout the week. Visiting the discussion forum once or twice a week is
inadequate.
Discussion posts = 75 points for entire semester
5. Final Examination:
Students will take a final examination, which will be an overview of the
cumulative outcomes covered in this course.
Final exam = 100 points
6. Portfolio in Action:
Students will be advised to add artifacts to their Portfolio pertaining to this
course.
TIME EXPECTATIONS
This is a 3 credit hour course. This means that if we would meet on campus, once a
week, we would be here for 3 hours at a time. Along with that class time, you would be
expected to do work outside of the classroom for at least 2-5 hours each week. If we put
those numbers together, you should expect to spend between 5-8 hours per week on work
for this class. (Of course some weeks will take less time and some may take more.)
Taking the course at a distance means you as a student are going to have to exercise
discipline when working on lessons for this course. Waiting until Saturday or Sunday to
access the course and work on lessons will result in less than exemplary work on your
part. Your success in this course rests in your willingness to put in the time needed to be
an active participant in the class.
Assignment Schedule for EDTH 737
Cataloging and Classification
Introduction to Cataloging
January 17 – January 24
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History of Cataloging
January 24 – February 14
Cataloging Theory
February 14 – March 16
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Cataloging Practice
March 27 – April 17
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Collection Development
April 17 – May 4
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Final Exam (May 7 – 11)
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Review syllabus and course
expectations
Diigo Account creation
Cataloging in Action
Cataloger’s Resources project
introduced
Complete History of Cataloging
reading study guide by reading and
viewing instructor lectures
Discussion about cataloging history
History of cataloging group project
Complete Cataloging Theory reading
study guide by reading and viewing
instructor lectures along with textbook
reading
MARC Record
Subject Headings
o Sears
o Library of Congress
Classification
o Dewey Decimal System
o Library of Congress
Complete Cataloging Practice reading
study guide by reading and viewing
instructor lectures and textbook
reading
Databases
o Follett Destiny
o Biblios.net
o Library Thing
o Other cataloging databases
Processing
o Call numbers
o Cuttering
o Spine labels
o Shelving
o Arranging materials
Policies and Procedures specific to
school libraries
Challenged Materials and Banned
Books
How do you develop a library
collection?
Final Exam Review
Final Exam
DUE DATES
There will be one major assignment turned in
from each topic in the course, along with a
reading study guide quiz (quiz due dates are
found in ANGEL).
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Cataloging in Action due 1/31
History of Cataloging group project
due 2/14
Cataloging Theory assignment due
3/16
Cataloging Practice assignment due
4/17
Collection Development assignment
due 5/4
Cataloger’s Resources completed by
5/4
Final Exam taken by May 11
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect a commitment to a dependable and professional demeanor.
•
Acts with integrity and fairness in an ethical manner*
•
Demonstrates commitment to life-long learning
•
Participates in ongoing professional development
•
Demonstrates professional behavior*
•
Sets priorities through self-motivation and self-direction
•
Maintains confidentiality at all levels*
Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
promote effective communication.
•
Utilizes multiple collaborative strategies necessary in developing effective
learning opportunities for all
•
Demonstrates a high level of proficiency in oral and written communication skills
•
Adapts to a variety of unique cultural and ethnic communication styles*
•
Practices effective interpersonal skills that enhance communication*
Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
exhibit leadership competencies.
•
Demonstrates the ability to make decisions based upon data and input
from stakeholders
•
Adheres to ethical and professional standards
•
Transforms ideas into action through effective team building
•
Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
•
Prioritizes tasks and manages time efficiently
Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect advocating, nurturing and sustaining best practices and multiple assessments.
•
Possesses pedagogical knowledge relevant to specific disciplines
•
Provides for instructional variation and integration with other disciplines
•
Establishes goals and expectations that lead to effective learning (all projects)
•
Inspires all learners to develop self confidence and competence*
•
Demonstrates specialized preparation in specific area of study
•
Differentiates instruction appropriately for specific needs of learners* (Project 4)
•
Expects all students will achieve full potential and attain individual success*
•
Evaluates student knowledge and performance by using multiple methods
of assessment
•
•
Utilizes assessment outcomes to develop instruction that meets the needs
of all students*
Adheres to ethical and unbiased assessment practices*
Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
provide equitable learning opportunities for all.
•
Demonstrates sensitivity to community and cultural norms* (Project 1)
•
Values students and encourages them to value self and others*
•
Promotes a bias free learning environment*
•
Believes in and encourages the success of all learners*
•
Appreciates individual variation and shows respect for the diverse talents
of all learners*
•
Responds appropriately to larger political, social, economic and cultural
issues through global awareness*
Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
enhance the integration of technology within the educational environment.
•
Maximizes learning by using technology (Project 4)
•
Enhances the educational environment through technology (Project 4)
•
Implements various instructional technology strategies (Project 2)
•
Tailors appropriate technology strategies to a specific content area (Project 4)
Research
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
implements effective research within the educational environment.
•
Uses existing educational research to inform and guide practice
•
Maintains ethical standards in both conducting and applying educational
research*
•
Identifies and solves problems by making decisions based upon accepted theory
and research
Kansas Library Media Specialist Standards
Standard 1: The library media specialist applies the principles of library and information
studies to create effective, integrated library media programs.
Standard 2: The library media specialist integrates information literacy through
collaboration, planning, implementation, and assessment of learning.
Standard 3: The library media specialist applies knowledge of learning styles and of
human growth and development.
Standard 4: The library media specialist provides equitable access to and effective use of
technologies and innovations.
Standard 5: The library media specialist plans, develops, implements, manages, and
evaluates the library media program.
Standard 6: The library media specialist upholds professional ethics and promotes equity
and diversity.
Standard 7: The library media specialist recognizes the role of the library media program
within the community.