Education for Cataloging Is/As Women's Studies

Abstract

Cataloging women's studies materials poses problems that call for reconsideration of the way cataloging should be taught. These problems come from the interdisciplinary, dynamic, and paradigm-shifting nature of women's studies. Taking women's studies itself as a model for teaching cataloging can help prepare students for the difficulties of cataloging women's studies and other marginalized materials. This article uses techniques from the academic stance and critical perspectives of women's studies as insights for teaching cataloging in an increasingly interdisciplinary, dynamic and fundamentally unpredictable information environment.

Key Words:

• Cataloging
• education
• women's studies