EDSL580-91: Technical Processing of Materials
Powhatan
Fall 2011
Instructor: Frances Reeve
Office: Hull 228
Office Telephone: 434.395.2507
Office Hours: By appointment
Fax: 434.395.2148
Cell Telephone: 434.547.5471
Email: reevefm@longwood.edu
Mailing Address: Longwood University, 201 High Street, Farmville, VA 23909
Meeting Times and Location: The course will meet on Saturdays, August 20 and November
12, 9:00 AM-4:30 PM; and Thursdays, September 1, 15, and 29; October 6 and 20, 4:30-7:30
PM at Powhatan High School. The remainder of the course will be completed using Blackboard.
Course Description: The procedures and techniques essential for organizing and providing
access to all types of materials in library catalogs.
Texts:
Karpuk, D. J. (2008). Kidzcat: A how-to-do-it manual for cataloging children’s materials and
instructional resources. New York: Neal-Schuman.
Furrie, B. (2003). Understanding MARC bibliographic: Machine readable cataloging.
Washington, DC: Library of Congress.
Gorman, M. (2004). The concise AACR2. (4th ed.). Chicago: American Library Association.
Additional Recommended Resources (as needed):
Abridged Dewey decimal classification and relative index. (2004). (14th ed.). Dublin, OH:
OCLC.
Sears list of subject headings. (2010). (20th ed.). New York: H.W. Wilson.
Course Objectives And Assignments:
Course objectives and assignments are coded to Longwood University’s Department of
Education Conceptual Framework and to the 2010 ALA/AASL Standards for Initial Preparation
of School Librarians:
Conceptual Framework (CF):
I=Content Knowledge
II=Planning
III=Learning Climate
IV=Implementation/Management
V=Evaluation/Assessment
VI=Communication
VII=Technology
VIII=Diversity
IX=Professional Dispositions
ALA/AASL Program Standards;
1. Teaching for Learning
4. Advocacy and Leadership
1.1 Knowledge of Learners and Learning
1.2 Effective and Knowledgeable Teacher
1.3 Instructional Partner
1.4 Integration of 21st Century Skills and Learning Standards
2.
Literacy and Reading
2.1 Literature
2.2 Reading Promotion
4.1 Networking with the Library Community
4.2 Professional Development
4.3 Leadership
4.4 Advocacy
5. Program Management and Administration
5.1 Collections
5.2 Professional Ethics
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2.3 Respect for Diversity
2.4 Literacy Strategies
5.3 Personnel, Funding, and Facilities
5.4 Strategic Planning and Assessment
3. Information and Knowledge
3.1 Efficient and Ethical Information-Seeking Behavior
3.2 Access to Information
3.3 Information Technology
3.4 Research and Knowledge Creation
Course Objectives:
Knowledge:
The student will be able to
1. explain how technical services differ from reader services (I; AASL 3-2, 5-1)
2. explain how original cataloging differs from copy cataloging (I; AASL 3-2, 5-1)
3. identify how cataloging practices and technologies have changed over the past century
and how these changes impact access to resources (I, VII; AASL 3-2, 5-1)
4. identify standard cataloging rules (I; AASL 3-2, 5-1)
5. identify subject cataloging schemes and classification schemes used in various types of
libraries and describe their similarities and differences (I; AASL 3-2, 5-1)
6. define key cataloging terminology (I; AASL 3-2, 5-1)
7. identify online resources available to assist in cataloging and classification (I, VII; AASL
3-2, 5-1)
Skills:
The student will be able to
1. make effective use of the standard cataloging and classification tools appropriate for
school libraries (I, VII; AASL 3-2, 5-1)
2. correctly catalog print and nonprint items both descriptively and through assignment of
subject headings (I, VII; AASL 3-2, 5-1)
3. provide proper access/main and added entry points for print and nonprint items (I, VII;
AASL 3-2, 5-1)
4. correctly classify print and nonprint items using Dewey [I, VII; AASL 3-2, 5-1]
5. correctly complete MARC records for both print and nonprint items (I, VII; AASL 3-2,
5-1)
6. decide upon and record overall policies and step-by-step procedures for each cataloging
process in a processing manual for a real or hypothetical school library (I, II, IV, V, VI,
VII, IX; AASL 3-2, 5-1, 5-3)
7. articulate through verbal and written means current library issues and their impact on the
organization of collections (I, VII, IX; AASL 3-2, 4-1, 4-3, 5-1)
Dispositions:
The student will be able to
1. understand and appreciate the importance of standardized descriptive cataloging (I, VII,
IX; AASL 3-2, 5-1)
2. understand and appreciate the importance of standardized subject cataloging (I, VII, IX;
AASL 3-2, 5-1)
3. understand the concept and appreciate the importance of authority control (I, VII, IX;
AASL 3-2, 5-1)
4. understand that the purpose of cataloging is to provide access (I, VII, IX; AASL 3-2, 5-1)
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Course Schedule:
Before class on August 20
 Read Kidzcat, chapters 1-2.
 Skim Concise AACR2, 4th edition, Part 1, pages 1--59; be familiar with areas of ISBD.
Know enough about the tool to be able to use it efficiently and effectively.
August 20 (Class 1)

Introductions, review of syllabus, course overview, Blackboard update

Library resources for off-campus students

Technical services defined

Technical services policy manual rubric

History of cataloging

Cataloging standards and codes

Levels of decisions

Parts of a catalog record

MARC

Descriptive cataloging/ISBD
August 22
 Submit Cataloging Exercise #1.
 Submit draft of ABC for TSM.
August 29
 Submit Cataloging Exercise #2.
 Submit draft of DEF for TSM.
Before class on September 1
 Read Kidzcat, chapter 3.
 Skim Concise AACR2, 4th edition, Part 2, pages 60--148; be familiar with concept of and
rules for access. Know enough about the tool to be able to use it efficiently and
effectively.
 Read Understanding MARC Bibliographic.
September 1 (Class 2)
 Access
Main and added entries
Forms of headings
Name authority files
Uniform titles
Authority control
Cross references
September 5
 Submit Cataloging Exercise #3.
 Submit draft of G for TSM.
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September 12
 Submit Cataloging Exercise #4.
Before class on September 15
 Read Kidzcat, chapter 8.
 Read “Preface and Principles” of Sears List of Subject Headings available from the
Longwood Library databases.
September 15 (Class 3)
 Subject cataloging
Sears
Library of Congress
September 19
 Submit Cataloging Exercise #5.
 Submit draft of IJK for TSM.
September 26
 Submit Cataloging Exercise #6.
 Submit draft of H for TSM.
Before class on September 29
 Read Kidzcat, chapter 9.
 Review introduction to Dewey Decimal Classification and Relative Index available online
at http://www.oclc.org/dewey/versions/ddc22print/intro.pdf
September 29 (Class 4)
 Classification
Dewey
Library of Congress
Abridged WebDewey
October 3
 Submit Cataloging Exercise #7.
Before class on October 6
 Read Kidzcat, chapters 4, 5, 6, 7, 10, and 11.
October 6 (Class 5)
 Local policy issues
 Cataloging and classification policies
 Automation systems
 Copy cataloging
 Physical processing of materials
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October 10
 Submit Cataloging Exercise #8.
 Post summary for Review of the Literature in Discussion Board.
 Submit draft of LM for TSM.
October 17
 Submit Cataloging Exercise #9.
 Post response to one posting of a classmate for Review of the Literature in Discussion
Board.
 Post Interview and Report to Discussion Board.
 Submit draft of NOP for TSM.
Before class on October 20
 Read A Simple Book Repair Manual available at
http://www.dartmouth.edu/~library/preservation/repair/index.html.
 Read Procedures and Treatments Used for Book Repair and Pamphlet Binding available
at http://www.library.illinois.edu/prescons/preserve/procedures.html.
 Read Book Care and Repair Resources available at
http://www.tcpl.lib.in.us/tech/bookcare.htm.
October 20 (Class 6)
 Book repair
October 24
 Submit Cataloging Exercise #10.
 Submit draft of QRST for TSM via email attachment.
Before class on November 12
 Read Kidzcat, chapters 12 and 13.
November 12 (Class 7)
 Special applications
Nonbook materials
Series
Serials
Unpublished materials
Internet resources
Vertical file materials
Ebooks and audiobooks
Audiovisual equipment
 Submit Technical Services Manual to instructor.
 Present Product Review and Report.
 Complete in-class portion of final exam.
 Complete course evaluations.
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November 21
 Submit cataloging portion of final exam.
Course Requirements:
1. All written assignments should be typed/word processed.
2. Blackboard assignments should be posted according to the instructions given in class.
3. Assignments should be submitted on or before their due date. Credit may be deducted for
unexcused late submission.
Assignments:
Cataloging Exercises will be distributed in class and are due as noted in the Course Schedule (I,
VII; AASL 3-2, 5-1)
Review of the Literature: Frequently, “general” journals in the field of school librarianship
(Knowledge Quest, Library Media Connection, School Library Journal, School Library Monthly,
Teacher Librarian) will feature articles on topics related to cataloging, technical processing, etc.
American Libraries and Library Journal will sometimes feature articles on cataloging and
catalogers. In addition, Cataloging and Classification Quarterly, Information Technology and
Libraries, Library Resources & Technical Services, and New Directions in Technical Services:
Trends and Sources are journals which specialize in or regularly feature articles related to the
topics covered in this course. Articles representative of topics discussed in this course and pulled
from a variety of the journals listed above have been selected.
 Acquire and read your assigned article, either from the print journal, or electronically
through Longwood Library’s online journal databases, or through interlibrary loan.
 Prepare a summary of the content of the article. Include full bibliographic
information. Include your reaction to the article.
 Post your summary and reaction with full bibliographic citation to the Discussion
Board of Blackboard.
 Respond/react to a summary posted by one of your classmates on the Discussion
Board. (VI, VII, IX; AASL 3-2, 4-1, 4-2, 5-1)
Interview and Report: Interview a practicing school librarian. Develop your questions ahead
of time: you want to determine acquisitions, cataloging, and processing policies and procedures
for this school library. Be sure to ask about book and nonbook (print and nonprint) materials.
Questions which you might ask:
 From what vendor(s) does this librarian purchase library materials?
 Does he/she purchase MARC records?
 How much editing/enhancement of these records does he/she have to do?
 Is centralized cataloging and processing available?
 How much original cataloging (completely “from scratch”) is done on site?
 Is copy cataloging (cataloging using CIP data, MARC records available online) done?
 What sources and what cataloging tools are used? (Dewey? Abridged Dewey?
Sears? Library of Congress Subject Headings?)
 What automation system is in place?
 Are Web sites cataloged?
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




Is the catalog networked throughout the school?
Is the catalog available on the Web?
Are there plans for a union catalog?
Is a policy manual in place? How often is it updated?
What is the policy for updating the catalog?
Summarize your interview in narrative form, maintaining the anonymity of the person and place
you visited. At the beginning of your narrative, set the stage by giving the school level
(elementary, middle, or high), number of students enrolled, number of staff (if any), and type of
schedule under which the library operates. Post your interview report to the Discussion Board of
Blackboard. (VI, VII, VIII, IX; AASL 4-1, 5-1, 5-3)
Product Review and Report: It is important that you become familiar with the various
automation packages and computerized cataloging tools that are available. You will be assigned
a “product”—either an automation package or a computerized cataloging tool. During class you
will explain/review/demonstrate/report on this particular product. You should provide a
(maximum) one-page handout concerning your product—its purpose, its features, its cost (if you
are able to ascertain price information). Your report should serve to familiarize your fellow
classmates with your product and should last no more than five minutes. (I, VI, VII; AASL 3-2,
5-1)
Technical Services Manual: As each major topic is covered during the course, decide upon the
related policies and procedures to be followed in your real (or a hypothetical) library. (If you are
in a school division which has centralized processing, write your policy manual as if this service
did not exist. Write the policy for your library.) Collect any examples needed to illustrate these
policies and procedures. Refer to the rubric posted in Blackboard and include in your policy
manual at least the following items:
 a description of the school and the clientele served by the library program,
 the mission of the school, the mission of the library program, and the role that
technical services play in these,
 the size and scope of the collection,
 staffing, budgeting, and scheduling concerns as they affect cataloging,
 step-by-step instructions for descriptive cataloging, assignment of call numbers,
subject cataloging, cross-referencing, maintenance of authority records, physical
processing of print and nonprint materials, catalog maintenance (updates), and
inventory,
 rationalization or justification for procedures,
 provision for revision/update of manual,
 bibliography of tools used in the particular library.
Do not add a cover to your manual. (I, II, IV, V, VI, VII, IX; AASL 3-2, 5-1, 5-3)
Course Evaluation:
Attendance/In class participation
Cataloging Exercises
Review of Literature
Interview
30 points
30 points
3 points
7 points
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Product review and report
Technical Services Manual
Final Exam
5 points
20 points
15 points
The following grading scale will be used:
A 94-100 B 86-93 C 78-85
Attendance: Attendance at all class sessions is required. If you find that you cannot attend a
session, notify the instructor before the class meets.
Accommodations: Any student who feels s/he may need an accommodation based on the
impact of a physical, psychological, medical, or learning disability should contact the Office for
Disability Resources at 434-395-2391 to register for services.
Evaluation of the Instructor: At the conclusion of the course, each student will have the
opportunity to evaluate the course instructor.
Honor Code: Each student is expected to follow Longwood University’s policy for the Honor
Code. See the latest edition of the Longwood University Graduate Catalog, available online at
http://www.longwood.edu/academicaffairs/catalogs.htm.
Technical Assistance: Longwood provides a toll-free number (877-267-7883) for distance
education students. You can reach User Support Services, the Library Reference Desk and the
Graduate Studies Office. Check the various Web pages for working hours of each department.
After working hours you can leave a message for the Library and Graduate Studies. You can
email User Support Services at helpdesk@longwood.edu to get a response on the next working
day.
Program Reminder Information: Prospective applicants are allowed to enroll in up to nine
credit hours (3 courses) prior to being admitted to a degree or licensure only program and have
those hours apply to the admitted program. Students should submit an Application for Graduate
Admission promptly to avoid having course work in excess of the nine credit hours not apply
once admitted. Application materials are available by contacting the Office of Graduate Studies
(434-395-2707 or graduate@longwood.edu) or on our Web site.
http://www.longwood.edu/graduatestudies/10291.htm
Additional Resources:
Books:
Anglo-American cataloguing rules. (2nd ed., 2002 revision: 2005 Update: AACR2 2005 Update).
Chicago: American Library Association.
Bowman, J. H. (2003). Essential cataloguing. London: Facet.
Bowman, J. H. (2005). Essential Dewey. New York: Neal-Schuman.
Byrne, D. J. (1998). MARC manual: Understanding and using MARC records. Englewood, CO:
Libraries Unlimited.
Cataloging correctly for kids: An introduction to the tools. (2010). (5th ed.). Chicago: American
Library Association.
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Chan, L. M. (1996). Dewey decimal classification: A practical guide. (2nd revised ed.). Albany,
NY: Forest Press.
Everhart, N. (1998). Evaluating the school library media center: Analysis techniques and
research practices. Englewood, CO.: Libraries Unlimited.
Fritz, D. A. (2004). Cataloging with AACR2 and MARC 21: For books, electronic resources,
sound recordings, videorecordings, and serials. (2nd ed.) Chicago: American Library
Association.
Fritz, D. A. & Fitz, R. J. (2002). MARC21 for everyone: A practical guide. Chicago: American
Library Association.
Hsieh-Yee, I. (2006). Organizing audiovisual and electronic resources for access: A cataloging
guide. (2nd ed.). Westport, CT: Libraries Unlimited.
Kaplan, A. G. & Riedling, A. M. (2006). Catalog it! A guide to cataloging school library
materials. (2nd ed.). Worthington, OH: Linworth.
Haynes, E. & Fountain, J. (2005). Unlocking the mysteries of cataloging: A workbook of
examples. Westport, CT: Libraries Unlimited.
Intner, S. S. & Weihs, J. (2007). Standard cataloging for school and public libraries (4th ed.).
Westport, CT: Libraries Unlimited.
Library of Congress classification. Washington, D.C.: Library of Congress, Cataloging
Distribution Service. (various volumes)
McCroskey, M. (1999). Cataloging nonbook materials with AACR2R and MARC: A guide to the
school library media specialist. (2nd ed.). Chicago: American Library Association.
Olson, N. B. (1997). Cataloging Internet resources: A manual and practical guide. (2nd ed.).
Dublin, OH: OCLC.
Scott, M. L. (2005). Dewey decimal classification: A study manual and number building guide.
Westport, CT: Libraries Unlimited.
Taylor, A. G. (2006). Introduction to cataloging and classification. (10th ed.). Westport, CT:
Libraries Unlimited.
Understanding MARC authority records. (2004). Washington, DC: Library of Congress.
General Information:
Cataloging & Classification from AASL Essential Links
http://aasl.ala.org/essentiallinks/index.php?title=Cataloging_%26_Classification
Dewey Dot Screensaver Download
http://www.oclc.org/dewey/resources/screensaver/default.htm
Library of Congress Authorities http://authorities.loc.gov/
Library of Congress, Cataloging Distribution Service http://www.loc.gov/cds/
Library of Congress Online Catalog http://catalog.loc.gov/
Longwood Library Catalog http://www.longwood.edu/library/
OCLC Bibliographic Services http://www.oclc.org/bibformats/en/
OCLC Dewey Services http://www.oclc.org/dewey
OCLC Resources for Teachers and Students of the DDC
http://www.oclc.org/dewey/resources/default.htm
What is FRBR? http://www.loc.gov/cds/FRBR.html
MARC:
Follett’s Tag of the Month http://www.follettsoftware.com/tagofthemonth.cfm
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MARC Standards, Library of Congress http://lcweb.loc.gov/marc/
Library of Congress MARC Explanations http://www.loc.gov/marc/marcdocz.html
Union Catalogs:
Chesterfield County Public Schools http://dewey.chesterfield.k12.va.us
Henrico County Public Schools http://catalog.henrico.k12.va.us
Loudoun County Public Schools
http://cmsweb1.loudoun.k12.va.us/5093055133359/blank/browse.asp?a=383&BMDRN=
2000&BCOB=0&c=54301&5093055133359Nav=|&NodeID=268
Prattcat: Enoch Pratt Free Library Catalog http://www.prattlibrary.org/
Journal Articles:
Everhat, N. & Hatcher, A. (2005, March/April). How relevant are standard subject headings to
school curricula? Knowledge Quest, 33(4), 37-9.
Hall, Danelle. (2004, April). Mansell Revisited. American Libraries 35:4, 78-80.
Hart, A. (2006, August/September). FRBR and school libraries. Library Media Connection,
25(1), 28, 30-31.
Hill, A., & Gaughan, S. (2006, November). Open source software: Is it a solution for schools?
Library Media Connection, 25(3), 58-59.
Kaplan, A. G. (2006, February). Do I have to make a new record? Deciding when you have a
new edition and when you have a second copy. Library Media Connection, 24(5), 28-9.
Kaplan, A. G. (2000, January/February). Standardized cataloging rules: An informal exploration
for the beginner or faint of heart. Book Report, 18(4), 38-43.
McCroskey, M. & Turvey, M. R. (2003, November/December). CIP/LC: What is CIP and how
does it benefit the school library media specialist. Knowledge Quest 32(2), 45-46.
McCroskey, M. & Turvey, M. R. (2004, March/April). Frequently asked questions on CIP.
Knowledge Quest 32(4), 39-40.
Murphy-Walters, A. (2000, December). The creatures from the back room. School Library
Journal, 46(12), 59-61.
Prescott, S. (2001, August). If you knew Dewey… School Library Journal 47(8), 50-53.
Rankin, D. (2004, January/February). Library management systems: Why centralize? Media &
Methods, 40(4), 6, 8
Riedling, A. M. (2002, January/February). Altogether automation. Book Report, 20(4), 26-28.
Schultz-Jones, B. (2006, November). Navigating an automation wonderland. Library Media
Connection, 25(3), 50-53.
Spink, W. (2006, Summer). Why school libraries need to bother with cataloging and
classification. Catalogue and Index, 153, 11-12.
Turvey, M. R. (2000, March/April). Being MARC savvy. Knowledge Quest 28(4), 24-6.
Weihs, J. (2005, July/August). Cataloging basics and the single-staff library. Technicalities,
25(4), 6-9.
Young, T E., Jr. (2002, January/February). The weakest link: Library catalogs. Book Report,
20(4), 6-14.
Zyroff, E. (1996, May). Cataloging is a prime number: Have we lost our standards in our rush to
share records? American Libraries, 37(5), 47(3).
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