LIBR 511: Cataloguing and Classification – Course Syllabus (3)
Program: Master of Library and Information Studies
Year: 2014-2015 Winter Session, Term 1
Course Schedule: Thursdays, 6:00 PM to 8:50 PM
Location: IKBLC, Terrace Lab, Room 458
Instructor: Florian Ehrensperger
Office location: SLAIS Adjunct Office
Office phone: 604-822-0051
Office hours: by appointment
E-mail address: florian.ehrensperger@alumni.ubc.ca
SLAIS Student Portal: http://connect.ubc.ca
Course Goal:
Cataloguing is a specialized, technical and interpretive area of study and practice. This course is an
introduction to a specialized field of study and covers the tools, techniques, and standards of
cataloguing. It prepares students not only to engage in professional cataloguing work, but fosters a
sense of purpose and equips them with the skills to evaluate cataloguing practices, tools and systems.
Course Objectives:
Upon completion of this course students will be able to:
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Construct a bibliographic record following AACR and RDA for monographs
Encode that record in MARC format
Illustrate a command for the purpose of the catalogue and cataloguing
Illustrate a command of the tools available to the cataloguer
Explain the rules and the systems that provide access to library materials
Course Topics:
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Purpose and foundations of cataloguing
Description principles, practices and standards
Common tools used in cataloguing
Evaluation of catalogues
Evaluation of cataloguing work
Subject heading work and classification work in the library catalogue
MARC encoding of bibliographic descriptions
Prerequisites:
MLIS and Dual MAS/MLIS: LIBR 500, LIBR 501, LIBR 502
MAS: completion of MAS core and permission of the SLAIS Graduate Adviser
Format of the course:
Teaching time is weekly and in-class labs can be expected beginning in week two. Discussion of
course content, field study and readings will be expected of all students. Some group work will be set
out for assignments. Readings are a blend of textbook, articles and standards documents.
Required and Recommended Reading:
Required:
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Chan, L. M. (2007). Cataloging and classification: An introduction (3rd ed.). Toronto: Scarecrow
Press. (available on reserve at UBC Libraries)
o Chapter 14: Library of Congress Classification, pp. 375-409.
Doyle, A., Webster, K. (2008). Don’t Class Me in Antiquities. Giving Voice to Native American
Materials. In: Roberto, K. R. (Ed.). Radical Cataloging. Essays at the Front. Jefferson, North
Carolina, and London: McFarland, pp. 189-197. (access will be provided in class)
Dublin Core User Guide (2011). URL: http://wiki.dublincore.org/index.php/User_Guide
Furrie, B. (2009). What is a MARC record, and why is it important? Washington, DC: Cataloging
Distribution Service, Library of Congress. URL: http://www.loc.gov/marc/umb/um01to06.html
Intner, S. S., Fountain, J. F., & Weihs, J. (Eds.). (2011). Cataloging correctly for kids: An
introduction to the tools (5th ed.). Chicago, IL: Association for Library Collections & Technical
Services, American Library Association. (available online via UBC Libraries)
o Chapter 3: Cataloging Correctly Using AACR2 and MARC 21, pp. 25-47.
o Chapter 4: Copy Cataloging Correctly, pp. 49-72.
o Chapter 5: Cataloging Correctly (Someday) Using RDA, pp. 73-103.
Introduction to Dewey Decimal Classification. (2011). Dublin, OH: Online Computer Library
Center. URL: http://www.oclc.org/content/dam/oclc/dewey/versions/print/intro.pdf
Kralik, C. (2014). Implementing RDA into Your Library and Catalog. In: Mering, M. (Ed.). The
RDA workbook : learning the basics of Resource Description and Access. Santa Barbara,
California: Libraries Unlimited, 2014, pp. 133-150. (access will be provided in class)
Program for Cooperative Cataloging. (2013). Report of the PCC Post-Implementation Hybrid
Bibliographic Records Guidelines Task Group, pp. 1-12. (to be found under: RDA Task Groups/
PCC RDA Task Groups appointed in 2012/ Hybrid Record Guidelines TG/Final Report) URL:
http://www.loc.gov/aba/pcc/rda/RDA%20Task%20Groups.html
Ragaller:, I, Rafferty, P. (2012). Biases in the classification of Welsh art material. Dispersion,
dilettantism and depreciation. Aslib Proceedings: New Information Perspectives. Vol. 64, No. 3,
pp. 262-273. (available online via UBC Libraries)
Tillett, B. (2004). What is FRBR? Washington, DC: Cataloging Distribution Service, Library of
Congress. URL: http://www.loc.gov/cds/downloads/FRBR.PDF
Recommended:
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A brief history of AACR. (2009). URL: http://www.rda-jsc.org/history.html
Chan, L. M. (2007). Cataloging and classification: An introduction (3rd ed.). Toronto: Scarecrow
Press. (available on reserve at UBC Libraries)
o Chapter 8: Library of Congress Subject Headings, pp. 213-257.
o Chapter 13: Dewey Decimal Classification, pp. 320-374.
Dewey Decimal Classification Glossary. 2003. Dublin, Ohio: OCLC. URL:
http://www.oclc.org/content/dam/oclc/dewey/versions/print/glossary.pdf
Frequently Asked Questions about Library of Congress Genre/Form Terms for Library and
Archival Materials (LCGFT). Revised June 6, 2011. Washington, D.C.: Library of Congress.
URL: http://www.loc.gov/catdir/cpso/genre_form_faq.pdf
Gorman, M. (1985). The Most Concise AACR2. In: Carpenter, M., Svenonius, E. (Eds.).
Foundations of Cataloging. A Sourcebook. Littleton, Colorado: Libraries Unlimited, pp. 234-236.
(access will be provided in class)
Lubetzky, S. (1985). The Objectives of Cataloging. In: Carpenter, M., Svenonius, E. (Eds.).
Foundations of Cataloging. A Sourcebook. Littleton, Colorado: Libraries Unlimited, pp. 186-191.
(access will be provided in class)
Maxwell, R. L. (2002). Maxwell’s Guide to Authority Work. Chicago and London: American
Library Association. (available online via UBC Libraries)
o Chapter 1: Introduction, pp. 1-9.
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Chapter 5: Uniform Titles: General Information, pp. 97-112.
Online Tools
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Joint Steering Committee for Development of RDA & American Library Association. (2010).
RDA toolkit: Resource description & access. Chicago, IL: American Library Association. URL:
http://access.rdatoolkit.org/ (login instructions will be provided in class)
Library of Congress. Classification Web. URL: http://classificationweb.net/ (login instructions will
be provided in class)
Library of Congress (2011). MARC Standards. URL: http://www.loc.gov/marc
o Bibliographic Data: URL: http://www.loc.gov/marc/bibliographic/
o Authority Data: URL: http://www.loc.gov/marc/authority/
Library of Congress (2012). Cataloger’s Desktop. URL: http://desktop.loc.gov (login instructions
will be provided in class)
o Subject Headings Manual (SHM)
Online Computer Library Center (2012). Connexion: A full service online cataloging tool. URL:
http://connexion.oclc.org/ (login instructions will be provided in class)
o Connexion Browser Glossary. URL:
http://www.oclc.org/support/documentation/glossary/connexionbrowser/
o Connexion Brower Overview. URL:
http://www.oclc.org/support/training/portfolios/cataloging-and-metadata/connexionbrowser/tutorials/connexion-browser-overview.en.html
Course Assignments: Due dates and weight in relation to final course mark.
Assignment
Due Date
Weight
#1. Descriptive Cataloguing I (AACR2)
Sep 18
15%
#2. Descriptive Cataloguing II (RDA)
Oct 2
20%
#3. Access Points
Oct 23
15%
#4. Subject Access
Nov 6
20%
#5. Classification
Nov 20
15%
Class participation (in-class, out-of-class
exercises, attendance)
Throughout the
term
15%
Course Schedule [week-by-week]:
Week Date
1
Sep 4
Topics
Purpose, Standards and Tools of Cataloguing
Recommended:
 Lubetzky (1985)
2
Sep 11
Descriptive Cataloguing I: ISBD and AACR2
Required:
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Intner et al. (2011). Chapter 3: Cataloging Correctly Using AACR2
and MARC 21
Recommended:
 Gorman (1985)
 A brief history of AACR2 (2009)
3
Sep 18
Descriptive Cataloguing II: FRBR and RDA
Required:
 Intner et al. (2011). Chapter 5: Cataloging Correctly (Someday)
Using RDA
 Tillett (2004). What is FRBR?
 RDA, Section 1: General Guidelines on Recording Attributes of
Manifestations and Items.
4
Sep 25
Coding: MARC
Required:
 Furrie (2009)
 Intner et al. (2011). Chapter 4: Copy Cataloging Correctly
5
Oct 2
Access Points I: Works and Expressions
Required:
 AARC2: 21.0, 21.1, 25.1, and 25.2
 RDA, Section 5: General Guidelines on Recording Attributes of
Work & Expression.
Recommended:
 Maxwell (2002). Chapter 5: Uniform Titles: General Information
6
Oct 9
Access Points II: Personal Names and Corporate Names
Required:
 AACR2: 22.1 and 24.1
 RDA, Section 8: General Guidelines on Recording Attributes of
Person, Family & Corporate Body
7
Oct 16
From AACR2 to RDA: the Hybrid Bibliographic Record
Required:
 Kralik (2014)
 Program for Cooperative Cataloging (2013)
8
Oct 23
Subject Access I: Library of Congress Subject Headings
Required:
 Library of Congress Subject Headings Introduction (in the
Cataloger’s Desktop, “LCSH: LC Subject Headings: Introduction”)
Recommended:
 Chan (2007). Chapter 8: Library of Congress Subject Headings
 Frequently Asked Questions about Library of Congress
Genre/Form Terms for Library and Archival Materials (LCGFT)
terms (2011)
9
Oct 30
Subject Access II: First Nations House of Learning Subject Headings
Required:
 Doyle & Webster (2008)
 Ragaller& Rafferty (2012)
10
Nov 6
Classification I: Dewey Decimal Classification
Required:
 Introduction to Dewey Decimal Classification (2011)
Recommended:
 Chan (2007). Chapter 13: Dewey Decimal Classification
 Dewey Decimal Classification Glossary (2003)
11
Nov 13
Classification II: Library of Congress Classification
Required:
 Chan (2007). Chapter 14: Library of Congress Classification
12
Nov 20
Metadata: Dublin Core
Required:
 Dublin Core User Guide (2011)
13
Nov 27
Course Wrap Up
Attendance: The calendar states: “Regular attendance is expected of students in all their classes
(including lectures, laboratories, tutorials, seminars, etc.). Students who neglect their academic work
and assignments may be excluded from the final examinations. Students who are unavoidably absent
because of illness or disability should report to their instructors on return to classes.”
Evaluation: All assignments will be marked using the evaluative criteria given on the SLAIS web site.
Written & Spoken English Requirement: Written and spoken work may receive a lower mark if it is, in
the opinion of the instructor, deficient in English.
Access & Diversity: Access & Diversity works with the University to create an inclusive living and
learning environment in which all students can thrive. The University accommodates students with
disabilities who have registered with the Access and Diversity unit:
[http://www.students.ubc.ca/access/drc.cfm]. You must register with the Disability Resource Centre to
be granted special accommodations for any on-going conditions.
Religious Accommodation: The University accommodates students whose religious obligations
conflict with attendance, submitting assignments, or completing scheduled tests and examinations.
Please let your instructor know in advance, preferably in the first week of class, if you will require any
accommodation on these grounds. Students who plan to be absent for varsity athletics, family
obligations, or other similar commitments, cannot assume they will be accommodated, and should
discuss their commitments with the instructor before the course drop date. UBC policy on Religious
Holidays: http://www.universitycounsel.ubc.ca/policies/policy65.pdf.
Academic Integrity
Plagiarism
The Faculty of Arts considers plagiarism to be the most serious academic offence that a student can
commit. Regardless of whether or not it was committed intentionally, plagiarism has serious academic
consequences and can result in expulsion from the university. Plagiarism involves the improper use of
somebody else's words or ideas in one's work.
It is your responsibility to make sure you fully understand what plagiarism is. Many students who think
they understand plagiarism do in fact commit what UBC calls "reckless plagiarism." Below is an excerpt
on reckless plagiarism from UBC Faculty of Arts' leaflet, "Plagiarism Avoided: Taking Responsibility for
Your Work," (http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html).
"The bulk of plagiarism falls into this category. Reckless plagiarism is often the result of careless
research, poor time management, and a lack of confidence in your own ability to think critically.
Examples of reckless plagiarism include:
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Taking phrases, sentences, paragraphs, or statistical findings from a variety of sources and piecing
them together into an essay (piecemeal plagiarism);
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Taking the words of another author and failing to note clearly that they are not your own. In other
words, you have not put a direct quotation within quotation marks;
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Using statistical findings without acknowledging your source;
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Taking another author's idea, without your own critical analysis, and failing to acknowledge that this
idea is not yours;
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Paraphrasing (i.e. rewording or rearranging words so that your work resembles, but does not copy,
the original) without acknowledging your source;
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Using footnotes or material quoted in other sources as if they were the results of your own
research; and
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Submitting a piece of work with inaccurate text references, sloppy footnotes, or incomplete source
(bibliographic) information."
Bear in mind that this is only one example of the different forms of plagiarism. Before preparing for their
written assignments, students are strongly encouraged to familiarize themselves with the following
source on plagiarism: the Academic Integrity Resource Centre
http://help.library.ubc.ca/researching/academic-integrity. Additional information is available on the SAIS
Student Portal http://connect.ubc.ca.
If after reading these materials you still are unsure about how to properly use sources in your work,
please ask me for clarification.
Students are held responsible for knowing and following all University regulations regarding academic
dishonesty. If a student does not know how to properly cite a source or what constitutes proper use of a
source it is the student's personal responsibility to obtain the needed information and to apply it within
University guidelines and policies. If evidence of academic dishonesty is found in a course assignment,
previously submitted work in this course may be reviewed for possible academic dishonesty and grades
modified as appropriate. UBC policy requires that all suspected cases of academic dishonesty must be
forwarded to the Dean for possible action.