Joint the Competencies and Education for a Career in Cataloging Interest Group of Core on Saturday, June 28, 2025, 11:00 AM – 12:00 PM at Philadelphia Marriott, Salon E for facilitated in person round-table conversations to share your thoughts, opinions, and ideas.
The Cataloging Internship: Going from the Theoretical to the Practical to the Inspirational
Facilitator: Dana Hanford, Catalog Librarian, Elihu Burritt Library, Central Connecticut State University
The Elihu Burritt Library at Central Connecticut State University partners with its sister university, Southern Connecticut State University, to offer an academic library internship option for their Master of Library and Information Science (MLIS) program students. In addition to these students, many local library school students enrolled in other online MLIS programs nation-wide, contact the Burritt Library for internships or practicums as either part of their degree program or for professional growth. As a Catalog Librarian, I am responsible for overseeing the internship experience covering cataloging and metadata services for the library. This was an assignment I enthusiastically accepted over 20 years ago and continue to manage today. During this time, I developed and documented best practices that serve to (1) shape student expectations with internship requirements, (2) provide an overview of workflows, (3) introduce professional formats and standards, (4) introduce the software tools of the trade, (5) assess the user experience, (6) discuss hot topics and trends, and (7) discuss professional organizations and growth opportunities. The duration and depth of these activities depend on the students' level of interest, internship requirements, and amount of time allotted. Flexibility is key as internships run the gamut from observation to hands-on deep dive. As the facilitator, I work with the students to ensure they are getting the most out of their experience-whether they are not interested in cataloging and just need to fulfill the internship requirement, or they are focused on pursuing cataloging and metadata work professionally. Students that started their internship with the goal of concentration in cataloging and metadata or that later discovered an interest in this work, told me that they valued the organized, comprehensive approach of the internship. It gave them the confidence and tools needed to further pursue this area. Regardless of their professional interests, students often tell me that experiencing cataloging and metadata work in a library environment enlivened the theoretical principles of information organization learned in class. Overall, students gained a better understanding of and appreciation for all aspects of the craft and its importance in the information landscape.
Quick, Cheap AND Good?: Short-term and Informal Cataloging Education
Facilitator: Shannon Tennant, Coordinator of Library Collections, Elon University
In an ideal world, every cataloger/metadata specialist would receive in-depth education. But we don't live in the ideal world! Almost no library and information science programs require "cataloging" courses anymore, and many don't even offer them as electives. Many librarians, especially in school and public libraries, are "accidental catalogers" who are suddenly requested to take up duties they may have not been trained for. What are the pros and cons of short-term and informal cataloging educational opportunities – online classes like Core's Fundamentals, webinars, online manuals – and how can these resources can be improved to meet the very real need for cataloging education?
Teaching and Learning of Cataloging Tools After MLIS Programs.
Facilitators: Catherine Oliver, Head for Cataloging, Metadata and Archives Services and Michelle Echols, Cataloging Librarian, Montclair State University Libraries
Working as a professional metadata creator in the 2020s almost always requires the use of a suite of tools, including integrated library systems, bibliographic utilities, batch-editing and data cleanup tools, and cataloging-specific reference tools. However, because of time constraints and logistical issues, masters' degree programs in library and information science are often unable to do more than give a brief overview of these tools, if that. We are interested in leading a discussion of cataloging-tool teaching and learning in order to discover how library workers are being trained and training themselves to use tools in their metadata workflows.
Streamlining Cataloging Workflows with AI
Facilitator: Marina Morgan, Head of Technical Services and Senior Metadata Librarian, Florida Southern College
This discussion topic will explores how artificial intelligence (AI) could support technical services by improving cataloging workflows. While AI has received attention in theory, its use in everyday cataloging remains limited. We'll talk about practical ways AI tools might help increase efficiency, reduce errors, and support discovery-laying the groundwork for more sustainable cataloging practices.
Bulk editing tools and programming languages in cataloging
Facilitator: Nathan Putnam, Associate Dean of Libraries, Northeastern Illinois University
While the impact of artificial intelligence and machine learning on bibliographic database clean-up is being worked on, there is still a case to be made for learning computer programming to develop programs, macros, and other tools to update records in bulk. Many cataloging and metadata specialists have access to programming tools that allow them to maintain, enhance, fix, and edit data. These range from something simple, like setting options in MarcEdit, to using regular expression for precise changes, to developing scripts in Python, Perl, or other languages that can make an almost limitless number of edits.
Training Smarter: Leveraging Learning Management Systems (LMS) for Copy Cataloging Training
Facilitator: Sofia Slutskaya, Head, Resource Description, Emory University Woodruff Library
Technical services departments are increasingly expected to do more with less, whether because of shrinking budgets, staff turnover, a lack of visibility, or insufficient understanding of their work on the part of administrators. Finding a balance between meeting service demands and developing staff knowledge and skills is challenging, just as it is challenging to develop training programs and motivate staff to learn new skills. The learning management system (LMS) can be a valuable tool for organizing and delivering copy cataloging training. We will discuss the advantages and disadvantages of using campus LMS (Canvas, Moodle, etc.), third party solutions (Niche Academy), Libguides and other tools for cataloging and other internal technical services training.
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Sofia Slutskaya
Head, Resource Description
Emory University Library
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