Online Cataloging Education at the University of Wisconsin–Milwaukee

Abstract

The University of Wisconsin–Milwaukee School of Information Studies was an early adopter of teaching Master's of Library Science courses online, including cataloging courses. In this article we discuss features of our curriculum, including translating visual presentations for teaching cataloging in a physical classroom into the virtual environment; incorporating cultural diversity by consciously selecting a wider range of topics in cataloging examples for online classes for online students who are from all over the United States and sometimes the world; the curatorial trichotomy of resource description, cataloging, and collection management; and continuing education for working professionals.

KEYWORDS:

• cataloging
• library and information science education
• cataloging education
• cataloger training
• distance education

Notes

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6. Ibid., 4.

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8. Ibid., 28.

9. William Welburn, “Moving Beyond Cliché: Cultural Diversity and the Curriculum in Library and Information Studies.” Paper presented at Library and Information Studies Education and the American Mosaic: Mapping Curricular Reform. Queens College, New York, October 15, 1993; and William C. Welburn, “Do We Really Need Cultural Diversity in the Library and Information Science Curriculum?” Journal of Education for Library and Information Science, 35, no. 4 (1994): 328–330.

10. Bharat Mehra, Hope A Olson, and Suzana Ahmad, “Integrating Diversity across the LIS Curriculum: An Exploratory Study of Instructors’ Perceptions and Practices Online,” presented at The World Library And Information Congress: 76th IFLA General Conference And Assembly, August 10–15, 2010, Gothenburg, Sweden. http://www.ifla.org/files/hq/papers/ifla76/123-mehra-en.pdf (accessed August 14, 2011).

11. Hope A. Olson and Rose Schlegl, “Standardization, Objectivity, and User Focus: A Meta-Analysis,” Cataloging & Classification Quarterly 32, no. 2 (2001): 61–80.

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13. Jonathan Furner, “A Brilliant Mind: Margaret Egan and Social Epistemology,” Library Trends 52, no. 4 (2004): 792–809.