Employers’ Expectation for Entry-Level Catalog Librarians: What Position Announcement Data Indicate

Sylvia Hall-Ellis, PhD Library & Information Science Program

Reasons for the study Preparing entry-level catalogers (part of my research agenda) Teaching cataloging course sequence Beginning Cataloging & Classification Descriptive Cataloging Subject Cataloging Managing Electronic Records Special Topic: Technical Services Administration

Basis for the study New LIS Program Accredited June 2004 Significant investment in cataloging courses Align course content & learning experiences with employers’ expectations Ensure that employers were hiring entry- level catalog librarians

Background research study #1 The Cooperative Cataloging Council (CCC) suggested that library school faculty who are responsible for teaching basic organization and cataloging courses would prepare new catalog librarians with a list of overall skills to meet students’ and perspective employers’ expectations.

Background research study #2 Association for Library Collections & Technical Services (ALCTS) issued an educational policy statement, June Theoretical framework of knowledge and skills for new library school graduates intellectual access and information organization; preserving access; identification, selection, and acquisition of information resources; management skills; and, research analysis and interpretation skills.

Background research study #3 Kellogg-ALISE Information Professions and Education Reform Project (KALIPER).

Stages of cataloger education Formal graduate program On-the-job training Continuing education experiences throughout a career

Research Question #1 Which academic preparation, technical skills and competencies do employers expect entry-level catalog librarians to possess?

Research Question #2 Do employers’ expectations regarding the academic degrees and cataloging course work, technical skills and competencies differ among types of libraries (academic, special, public and school)?

Research Question #3 What are the academic preparation, technical skills and competencies included in a “typical” position announcement for an entry-level catalog librarian?

Methodology Descriptive content analysis Review of 495 position announcements for catalog librarians September 1, 2000 through August 31, 2003 American Libraries (print & online versions) AutoCAT Colorado State Library Jobline

Raw data set 151 positions Academic University – 90 4-year College – 12 Community college – 6 Public – 22 Special – 20 School – 1

61 variables in 6 categories General employer description Academic preparation Cataloging, classification, authority control Related technical services or bibliographic control tasks Assignments outside domain Communication competencies and work- based relationships

Definition of entry-level ALA-accredited MLIS (or foreign equivalent) Fewer than 2 years of post-MLIS experience

Position description components academic preparation required qualifications preferred competencies and skills primary work assignment functions institutional information specific resources available through Web sites and hyperlinks

What do the data indicate?

Summary observations

Observation #1 Employers expect entry-level catalogers to have knowledge & competency with cataloging tools Anglo-American Cataloging Rules (96%) Library of Congress Rule Interpretations (58.6%) “Other standard cataloging tools” (59.8%)

Observation #2 Employers expect entry-level catalogers to have knowledge about authority work MARC 21 authority format Authority records (94.7%) Authority files (59.3%) Contributing Maintaining Relationship of authority records, files and integrated library systems (59.1%)

Observation #3 Employers expect entry-level catalogers to have knowledge & competency with MARC 21 Each MARC 21 bibliographic format Specified formats Electronic resources (30.7%) Continuing resources (23.3%) Archival resources (12%)

Observation #4 Employers expect entry-level catalogers to have knowledge & competency with classification schemes Library of Congress Classification (30.7%) Dewey Decimal Classification (94.7%) Superintendent of Documents (59.3%)

Observation #5 Employers expect entry-level catalogers to have knowledge & competency with subject headings Library of Congress Subject Headings (91.4%)

Observation #6 Employers expect entry-level catalogers to have knowledge & competency with at least one bibliographic utility “General use of bibliographic utility” (83.7%) OCLC (71.3%) RLIN (8%) OCLC & RLIN (4.5%)

Observation #7 Employers expect entry-level catalogers to be able to handle routine maintenance (69.3%) and policy development (18%) for bibliographic (69.3%) and metadata (25.3%) databases acquisitions (5.3%) and subscriptions (10%) to databases and electronic journals and serials management (23.3%) support an ILS (12%)

work regular shifts (frequently during evening and week-end hours) on a reference desk (26%) handle collection development responsibilities (39.3%) as a liaison to faculty members (28%) in academic institutions

Observation #8 Employers expect entry-level catalogers to Be flexible regarding assignments (26.7%) Maintain committee participation (34.7%) Assume responsibilities for special projects (40.6%) Possess effective verbal (59.4%) and written (59.4%) communication skills

Final thoughts Employers expect entry-level catalogers to possess broad-based theoretical knowledge, extensive hands-on experience, mastery of computer-based tools and system-specific familiarity that appear to exceed the requirements and preferences stated in position announcements and the content of beginning cataloging courses

“Descriptive Impressions of Entry-Level Cataloger Positions as Reflected in American Libraries, AutoCAT, and the Colorado State Library Jobline, ” Cataloging & Classification Quarterly 40, no. 2 (2005).

Questions?