LIST 2010This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Principles Of Cataloging And Indexing
Prerequisite(s) LIST 1101 and LIST 1103
Corequisite(s) None Specified
This course will move beyond the introductory
course on Acquisitions and Technical Processing, a prerequisite, to a more detailed examination of
the cataloging and processing of all types of
materials, both print and non-print. The course will emphasize online copy cataloging while also
addressing cataloging of unique materials in small
libraries and information centers, as well as
Expected Educational Results
As a result of completing the course the student will be able to:
A. Define all basic terms necessary for cataloging and
classification, explain their interrelationships, and apply
them in practice.
B. Identify the impact of cataloging and classification decisions on patron access to library materials.
C. Construct cataloging records for book, periodical, non-print
formats, and computer accessed materials both manually and
with bibliographic utilities, e.g. OCLC.
D. Manage the transference of information from large networked
cataloging systems to individualized automated library systems.
E. Identify MARC tags and records in cataloging.
F. Differentiate between the basic concepts of both Dewey and Library of Congress classification schemes and be familiar with specialized schemes such as those of the National Library of Medicine and the Superintendent of Documents.
G. Design, compile, and interpret statistical data in a cataloging department.
H. Comprehend the concept of filing catalog cards according to the ALA Filing Rules.
I. Use Internet to search and research the various sites that are concerned with the cataloging and classification of information.
General Education Outcomes
I. Students will develop skills and understanding of the significance of
the role of cataloging and classification in the following ways:
A. Through class discussions, small-group activities, and
B. Through demonstrations using databases, books,
periodicals, irregular serials, and other resources.
C. Through group activities and class discussions
demonstrating interactions between library users and staff.
D. Through individual demonstrations, presentations, and
E. Through comprehension of textbook materials and/or
readings placed on reserve by the instructor.
II. Learners will demonstrate effective critical thinking and problem-
solving skills in the following ways:
A. By learning to identify the various types of cataloging and
classification schemes and the appropriate use of each one.
B. By learning to identify various levels of cataloging and the
proper use of each depending upon the type and size of
C. By learning to identify and analyze problems identified
with unique types and print and non-print material and the
proper cataloging and classification methodology
appropriate to each.
III. Learners will develop lifelong learning skills in a supportive, caring,
A. By learning basic principles of cataloging and classification as
they apply to library collections.
B. By understanding the proper use of cataloging and classification schemes
as utilized in specific types of libraries
A. Introduction to Cataloging and ClassificationAssessment of Outcome Objectives
1. History of cataloging
2. History of classification
1. AACR2 cataloging rules
a. For print media – books and serials
b. Non-print media (sound recordings, computer software, video recordings, electronic resources)
2. Cataloging levels
C. Cataloging Preparation
1. Nomenclature of the parts of a catalog card
2. Nomenclature of the parts of a MARC record
3. Recognition of authority (title, author, subject)
4. Standard authorities of subject headings
b. Library of Congress
c. MeSH – National Library of Medicine
5. MARC formats, fields, tags, etc.
6. OCLC formats, fields, tags, etc.
7. Transference of MARC, OCLC, formats from a utility to an automated library system.
8. Descriptive cataloging
9. Uniqueness and problems associated with cataloging in individual automated systems.
D. Classification schemes
1. Dewey Decimal System
2. Library of Congress Schedules
3. National Library of Medicine
4. Superintendent of Documents
1. ALA filing rules
2. Computer use of filing rules
F. Processing of cataloging materials
1. Receiving materials from the various departments of a
library to be cataloged.
2. Preparation of materials to be placed in a collection.
a. bar coding
b. security measures
G. Internet accesses to cataloging and classification information.
1. Classes and courses provided by ALA, MLA, SOLINET, and other library organizations.
2. Problem-solving through the Internet via web sites and listservs.
H. Projects include the following:
A. (20% of grade). Weekly assignments based on in-class lectures, discussions, demonstrations, and hands-on exercises, plus reading from texts and reserve materials.
1. Production of catalog cards, complete with levels and cataloging and classification.
2. Production of print outs of original and copy cataloging.
3. Production of catalog cards on the OCLC system (CATLINE and/or Superintendent of Documents cataloging and classification may also be included).
4. Exploring and using the Internet service in relation to cataloging and classification.
B. (20 % of grade). Weekly quizzes.
C. (30% of grade). Mid-term and final examination demonstrating mastery of manual and computerized cataloging and classification skills.
D. (30% of grade). Written final project demonstrating ability to look at basic materials and carry cataloging to a logical and accepted format.
II. Departmental Assessment
A. Every two years a departmental committee appointed
by the Library (LIST) Program Committee will select a representative sample of the Principles of Cataloging & Classification course materials.
B. The selected course materials will be evaluated
to the criteria set forth in the Expected Education Results section of the Common Course Outline.
C. In addition, LIST will be reviewed under the Board of
Regents every seven years.
USE OF ASSESSMENT OF FINDINGS:
The Library Program Committee will use the information gathered from the departmental assessments to revise the course outline and syllabus as needed.
Last Revised: Aug. 08, 2011Return to all courses