Presentation at AULIC event, April 2011. Based on research for Information and Library Management MSc at UWE.

1. Cataloguing the curriculum
cataloguing and classification on
Library and Information Science
(LIS) courses
Megan Wiley
AULIC MSc presentations April 2011

2. Cataloguing the curriculum - overview
 Why this topic?
 Background
 Research questions
 Method & results
 Conclusions
 Future research
 Questions
AULIC MSc presentations April 2011

3. Why this topic?
I have “a little list” of LIS courses whose students I do not even select
for interview unless they have substantial post-qualification
experience, knowing that their courses will not have equipped them
with even the most basic understanding of cataloguing and
classification.
Heather Jardine, Bibliographical Access Manager at City of London Libraries
AULIC MSc presentations April 2011

4. Background: ongoing debate
Why teach at all?
Traditional vs. newer?
AULIC MSc presentations April 2011

5. Background: core blimey
Core skills vs. expanding curriculum
AULIC MSc presentations April 2011

6. Background: practice makes perfect?
Theory vs. practical
AULIC MSc presentations April 2011

7. Background: home sweet home?
Institutional factors
AULIC MSc presentations April 2011

8. Research questions
 How do UK LIS Master’s courses differ in their teaching of
cataloguing and classification?
 If there are differences - why is this?
 What does this reveal about the wider issues of LIS course
content?
AULIC MSc presentations April 2011

9. Method & results: content analysis
 Why content analysis?
 16 institutions offering CILIP accredited Master’s
courses (April 2010)
 Looking at:
insitution, department, relevant courses offered,
relevant module name, core/optional, assessments,
Many Eyes visualization, notes, module focus score
AULIC MSc presentations April 2011

10. Method & results: content analysis
Spreadsheet of online information, April 2010
AULIC MSc presentations April 2011

11. Method & results: content analysis
Tag cloud visualization for combined module information
Aberystwyth, Brighton, City, Glasgow, London Met, Loughborough, Northumbria, Robert
Gordon University (RGU), Sheffield, Strathclyde, UCL, UWE
AULIC MSc presentations April 2011

12. Method & results: content analysis
Module focus scores assigned to UK LIS departments
5
Module Focus
1 = entirely
traditional 4
2 = mostly
traditional
3
3 = mixture
of both
2
4 = mostly
newer
applications 1
5 = entirely
newer
applications 0
Institution
AULIC MSc presentations April 2011

13. Method & results: case studies
 Why case studies?
 How chosen?
 Departmental context and module content
University College London (UCL) Aberystwyth University
Department of Information Studies Department of Information Studies
MA Library & Information Studies MSc Information & Library Studies
Cataloguing and classification 1 Information Organisation and Retrieval
AULIC MSc presentations April 2011

14. Method & results: case studies
 Unstructured interviews
 Themes from literature review
 NVivo software
 Internal documents
 Module timetables
 Coursework specifications
 Lecture slides
 E-mail contact
AULIC MSc presentations April 2011

15. Method & results: case studies
Findings
AULIC MSc presentations April 2011

16. Method & results: case studies
Reasons for differences?
 Institutional factors
 CILIP and the BPK
 Professional attitudes
 Historical precedent
 Employer demand
 Student interest
 Other courses
AULIC MSc presentations April 2011

17. Conclusions
 Variety of approaches
 Number of factors makes common approach unlikely
 Theory vs. practice debate not easily resolved
 Need for greater transparency
 CILIP’s role in helping prospective students
AULIC MSc presentations April 2011

18. Future research
 Different focus:
 New / prospective students
 Recent graduates
 Employer requirements
 Expansion of content analysis
 Additional case studies
 other institutions
 entire syllabus / entire department
 Have newer applications replaced need for traditional?
AULIC MSc presentations April 2011

19. Summary
 Ongoing debate but usually core module
 Difficult to find detailed module information
 Institutional factors some of most significant
 Significance of teaching methods
 Need for further investigation
AULIC MSc presentations April 2011

20. Questions
?
AULIC MSc presentations April 2011

21. References
 BOWMAN, J. H. 2006. Education and Training for Cataloguing and Classification in the British Isles.
Cataloging & Classification Quarterly, 41, 309-333.
 CILIP 2004. Body of Professional Knowledge: setting out an adaptable and flexible framework for your
changing needs [Online]. Available:
http://www.cilip.org.uk/sitecollectiondocuments/PDFs/qualificationschartership/BPK.pdf [Accessed
20 March 2011].
 CILIP 2010. Master's in Library & Information Management supplement. Update. London: CILIP.
 HJØRLAND, B. 2007. Arguments for 'the bibliographical paradigm'. Some thoughts inspired by the
new English edition of the UDC. Information Research [Online], 12. Available:
http://informationr.net/ir/12-4/colis/colis06.html.
 HOTHO, S. 2008. Professional identity – product of structure, product of choice: Linking changing
professional identity and changing professions. Journal of Organizational Change Management, 21,
721 - 742.
 HUDON, M. 2010. Teaching Classification, 1990–2010. Cataloging & Classification Quarterly, 48, 64
- 82.
 JARDINE, H. 2007. “Recruiting the Attitude”: a Public Library Viewpoint. Catalogue & Index, 155, 26-
28.
 RAJU, J. 2003. The 'Core' in library and/or information science education and training. Education for
Information, 21, 229-242.
 WHALEN MOSS, K. 2007. Swings & roundabouts: the role of cataloguing and classification in the LIS
curriculum. Catalogue & Index, 155, 3 - 14.
AULIC MSc presentations April 2011