1. RDA as a “first language”: teaching beginner cataloguers in RDA Deborah Lee CILIP CIG conference, 10/9/14

3. Obligatory cat

4. However … the majority – not all – of this literature focusses on “conversion training” (That is, training existing cataloguers how to catalogue in RDA) Canine revenge

5. What about those new to cataloguing?  Going to use Courtauld’s cataloguing training to help answer this question

6. Schedule 1.Outline of cataloguing training in RDA 2.Impact of local policies 3.Relationships

7. 1. Outline of cataloguing training 1. Workshops 6-8 sessions of 3 hours In seminar room, not library Teaching methods: “Lectures” and “exercises” Reading between some sessions

8. 1. Outline of cataloguing training 2. Practical cataloguing Produce “real” catalogue records on LMS Under review Written and verbal feedback provided “Assessment” is to produce enough perfect records for “independent status” Having fun practicing cataloguing!

9. 1. Outline of cataloguing training 2013-14 cataloguing training Week 1 Introduction to cataloguing, FRBR and RDA Week 2Titles Week 3Publication and exhibition notes Week 4Contents, carriers and media Week 5Relationships Week 6Authority control Week 7 Other elements and putting everything together Week 8Practice and practical matters

10. 1. Outline of cataloguing training Structure: Any notable differences from AACR2 training? Slightly longer More introductory material, e.g. FRBR More time on relationships  More details, see my article about teaching RDA

11. 1. Outline of cataloguing training To look at question, consider two aspects: 1.Impact of local policies in designing and delivering cataloguing “in” RDA 2.Teaching the complex topic of relationships “in” RDA

12. 2. Impact of local policies Need local policies to work with RDA More local policies in RDA than in AACR2 Local policies significant part of RDA implementation What is the impact of local policies on training new cataloguers in RDA? Remember, local policies are not about going against RDA, just about making consistent decisions about what is in RDA

13. 2. Impact of local policies Produce excellent general cataloguers Need to do job in hand

14. 2. Impact of local policies Ways of articulating local policies within training:  Highlight verbally in training sessions  Local policies indicated in guidelines  In future, guidelines part of RDA Toolkit and will also be indicated

15. 2. Impact of local policies Example of local policy: Courtauld RDA training 2013- 14, week 2, slide 27.

16. 2. Impact of local policies Issues with local policies Complexity of explaining sometimes contradictory instructions Sending staff to external training Using online, existing training

17. 3. Teaching relationships Structure of relationship training Week 5 of Courtauld training Week 6 of Courtauld training

18. 3. Teaching relationships Week 5 structure [Relationships] 1.Relationships in RDA 2.Identifying Group 2 entities 3.MARC21 fields for group 2 entities 4.Relationship designators 5.Exhibition catalogue relationships Plus pictures of cute animals

19. 3. Teaching relationships What did we learn about teaching RDA relationships?  Concept of relationship designators very natural  Difficult to split relationship designators from the group 2 entities when creating training  Biggest structural change from AACR2, so longest session to write

20. 3. Teaching relationships Working out basic “type”, e.g. artist creator, compilation, etc. Comprehension of consequences Choice of group 2 term Choice of relationship designator Authority control, MARC21, punctuation Relationship process in RDA

21. 3. Teaching relationships Working out basic “type”, e.g. artist creator, compilation, etc. Comprehension of consequences Choice of group 2 termAuthority control, MARC21, punctuation Relationship process in AACR2

22. 3. Teaching relationships Error analysis 78 records by one group of RDA “natives”  31 relationship errors to analyse

23. 3. Teaching relationships Common errors Decisions about artists as single creators Not adhering to local practice on number of contributors Dealing with multiple relationship designators for same Group 2 entity Lessons learnt: think carefully about how we teach these topics

24. 3. Teaching relationships Categorise errors according to model … Few errors: MARC21/punctuation Most errors: relationship designators 2 nd highest no. of errors: “consequences” But … Errors in relationship designators actually mask misunderstanding of concepts, i.e. in consequences stage

25. 3. Teaching relationships Working out basic “type”, e.g. artist creator, compilation, etc. Comprehension of consequences Choice of group 2 term Choice of relationship designator Authority control, MARC21, punctuation

26. 3. Teaching relationships Changes and knowledge gained: 1.Some rules and guidelines need teaching more carefully, e.g. artists as single creators 2.Teach relationship designators alongside group 2 entities (as suggested by error analysis and creating training) 3.Radical (!) idea: explore teaching relationships before resource description?

27. 3. Teaching relationships Proposed structure of week 5 relationships training: 1.Relationships in RDA 2.Identifying Group 2 entities 3.Relationship designators 4.MARC21 fields for group 2 entities 5.Exhibition catalogue relationships

28. Concluding thoughts Teaching cataloguing in RDA presents new challenges RDA as “first language” has not been a hindrance In fact … teaching to those with RDA as a “first language”, could help teachers move closer to RDA becoming their first cataloguing language!