Advanced Cataloging and Organization of Information
Fall 2014 Greensheet
Canvas Login and Tutorials
Canvas Information: This course will be available beginning August 25. You will be enrolled into the site automatically.
Application of cataloging and organization of information principles to multi- and hyper-media resources, complex serial publications, evolving standards for representation of nontraditional networked information, and cataloging policy development. Specific focus of the course may vary each time taught.
This course provides an overview of the principles and skills for descriptive cataloging of print, non-print, and electronic materials using the Anglo-American Cataloging Rules and Resource Description and Access (RDA). Focuses on the eight MARC 21 formats and challenges of bibliographic database building and maintenance.
There is general flexibility in designing appropriate learning activities, but every LIBR 249 section must have assignments which demonstrate specific learning outcomes as identified in SLOs. The SLOs are already established and fixed. Please link your assignments to the SLOs for the class.
|Assignment 1||Future of Cataloging Position Paper||4, 5||10%||Sept. 7, 2014|
|Assignment 2||Books & Printed Sheets Format||1-3||10%||Sept. 21, 2014|
|Assignment 3||Projected Graphics Format||1-3||10%||Oct. 5, 2014|
|Assignment 4||Cartographic Format||1-3||10%||Oct. 12, 2014|
|Assignment 5||Sound Recordings Format||1-3||10%||Oct. 26, 2014|
|Assignment 6||Scores Format||1-3||10%||Nov. 2, 2014|
|Assignment 7||Electronic Resources Format||1-3||10%||Nov. 16, 2014|
|Assignment 8||Continuing Resources Format||1-3||10%||Nov. 30, 2014|
|Assignment 9||Case Study||1-3||10%||Dec. 10, 2014|
List assignment due dates and the dates of any quizzes or exams. You might include the statement “subject to change with fair notice” as well. A weekly calendar of topics and activities is optional but desirable.
Introduction, review of syllabus, course overview, online resources, etc. FRBR, OPACs, descriptive cataloging rules, and the future of cataloging
Resource Description and Access: RDA -- RDA Toolkit
- 9/8 & 9/15
Books, Pamphlets & Printed Sheets (AACR2r, Chapters 1 & 2); Cataloger's Desktop, OCLC Connexion, Classification Web
- 9/22 & 9/29
Projected Graphics [Motion Pictures, Videorecordings, DVDs, & Streaming Video] (AACR2rev., Chapter 7)
Cartographic Materials [Maps & Atlases] (AACR2r, Chapter 3)
- 10/13 & 10/20
Sound Recordings [Music (Vinyl, CD, & Spoken] (AACR2r, Chapter 6)
Music [Scores] (AACR2r, Chapter 5)
- 11/3 & 11/10
Electronic Resources [Internet & Online] (AACR2r, Chapter 9); Digital assets
- 11/17 & 11/24
Continuing Resources [Serials] (AACR2rev., Chapter 12); CONSER Program
- 12/1 &12/8
Review of cataloging case study
- Percentage weight of grade given to each assignment
- Extra credit options, if available
- Grading policy on late or missed work
Submission of Assignments
Please submit all assignments via the dropbox in Canvas. File names for graded assignments should consist of your last name, the letter A and the number of the exercise (e.g., SmithA1).
Returning Papers and Assignments
The instructor makes reasonable efforts to return papers with comments and the appropriate rubric in a timely manner. All assignments will be returned no later than the date that grades are due.
Students are expected to meet deadlines for assignments or class projects. Late assignments will not be accepted. If you have an illness (medical certificate supplied) or a family tragedy, please contact the instructor. Incomplete grades will not be granted except in extraordinary circumstances. Supporting documentation will be required in cases of medical or health emergencies.
An incomplete grade may be given in case of an emergency beyond the student's control. In these cases, consent from the iSchool Administration is required. All work should be completed as assigned.
Other Relevant Information:
The rubrics for each of the components that contribute to your final grade are attached. There are rubrics for oral communication, written communication, written assignments, and student-led discussions.
Attendance and Participation
In order to get the most benefit from this course, you must read the text and online resource materials, complete the assignments, and participate in class activities. Regular participation has a positive effect on the grade that you earn. Please try not to miss any weeks. If you know that you will miss more than two classes, you may want to consider dropping the course. Regular attendance and participation has a positive effect on the grade that you earn. Students are expected to participate each week in scheduled course modules, actively contribute to class discussions, complete reading requirements, and submit written assignments on time. Regular participation has a positive effect on the course grade earned.
Each week students need to be prepared to discuss assigned readings, problems, and ask questions. You will be evaluated on reasonable interpretation of the readings, thoughtful questions, and appropriateness of sources cited. Some issues will be more straightforward than others. There is not always a “right” answer; therefore other possibilities or options may be suggested. These requirements constitute your class participation grade.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
LIBR 202, LIBR 248.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Perform original cataloging for both print and electronic serials, electronic resources, integrated resources, sound recordings, videos, and other selected nonprint resources.
- Create personal name and corporate body authority records according to national cataloging guidelines.
- Use Library of Congress subject headings, Dewey Decimal classification, and the Library of Congress classification system for subject cataloging.
- Discuss current developments and possible future directions in cataloging.
- Evaluate cataloging operations to provide efficient solutions to issues and problems.
Core Competencies (Program Learning Outcomes)
LIBR 249 supports the following core competencies:
- G Demonstrate understanding of basic principles and standards involved in organizing information, including classification, cataloging, metadata, or other systems.
- Hsieh-Yee, I. (2006). Organizing Audiovisual and Electronic Resources For Access: A Cataloging Guide (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 159158051X.
- Olson, N.B., Bothmann, R. L., & Schomberg, J. J. (2008). Cataloging of Audiovisual Materials and Other Special Formats. Westport, CT: Libraries Unlimited. Available through Amazon: 1591586356.
- Weber, M. B., & Austin, F. A. (2011). Describing electronic, digital, and other media using AACR2 and RDA. Atlanta, GA: Neal-Schuman. Available through Amazon: 1555706681
- Learn about the history of your school! Hansen, D.G. (2010). A pioneering and independent spirit. Victoria, BC, Canada: Trafford. Available through Amazon: 1426921098
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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